Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.
AckermanB. P.IzardC. E.KobakR.BrownE. D.SmithC. (2007). Relation between reading problems and internalizing behavior in school for preadolescent children from economically disadvantaged families. Child Development, 78, 581–596. https://doi.org/10.1111/j.1467-8624.2007.01015.x
2.
Barton-ArwoodS. M.WehbyJ. H.FalkK. B. (2005). Reading instruction for elementary-age students with emotional and behavioral disorders: Academic and behavioral outcomes. Exceptional Children, 72, 7–27. https://doi.org/10.1177/001440290507200101
3.
BennerG. J.NelsonJ. R.RalstonN. C.MooneyP. (2010). A meta-analysis of the effects of reading instruction on the reading skills of students with or at risk of behavioral disorders. Behavioral Disorders, 35, 86–102. https://doi.org/10.1177/019874291003500202
4.
BettiniE.WangJ.CummingM.KimerlingJ.SchutzS. (2019). Special educators’ experiences of roles and responsibilities in self-contained classes for students with emotional/behavioral disorders. Remedial and Special Education, 40, 177–191. https://doi.org/10.1177/0741932518762470
5.
Bratsch-HinesM. E.Vernon-FeagansL.VargheseC.GarwoodJ. D. (2017). Child skills and teacher qualifications: Associations with elementary classroom teachers’ reading instruction for struggling readers. Learning Disabilities Research & Practice, 32, 270–283.
6.
CarnineD.SilbertJ.Kame’ennuiE.TarverS. (2010). Direct instruction reading (5th ed.). Merrill.
7.
CavanaughB. (2013). Performance feedback and teachers’ use of praise and opportunities to respond: A review of the literature. Education and Treatment of Children, 36, 111–137. https://doi.org/10.1353/etc.2013.0001
8.
CommonE. A.BrossL. A.OakesW. P.CantwellE. D.LaneK. L.GermerK. A. (2019). Systematic review of high probability requests in K-12 settings: Examining the evidence base. Behavioral Disorders, 45, 3–21. https://doi.org/10.1177%2F0198742918800029
9.
CookB. G.CookS.CollinsL. W. (2016). Terminology and evidence-based practice for students with emotional and behavioral disorders: Exploring some devilish details. Beyond Behavior, 25, 4–13. https://doi.org/10.1177/107429561602500202
10.
CooperJ. T.ScottT. M. (2017). The keys to managing instruction and behavior: Considering high probability requests. Teacher Education and Special Education, 40, 102–113. https://doi.org/10.1177/0888406417700825
11.
DunnM. E.ShelnutJ.RyanJ. B.KatsiyannisA. (2017). A systematic review of peer-mediated interventions on the academic achievement of students with emotional/behavioral disorders. Education and Treatment of Children, 40, 497–524. https://doi.org/10.1353/etc.2017.0022
12.
EngelmannS.EngelmannO.DavisK. L. S. (1997). Horizons. Science Research Associates/McGraw Hill.
13.
EnnisR. P.RoyerD. J.LaneK. L.GriffithC. E. (2017). A systematic review of precorrection in PK-12 settings. Education and Treatment of Children, 40, 465–496. https://doi.org/10.1353/etc.2017.0021
14.
EnnisR. P.SchwabJ. R.JolivetteK. (2012). Using precorrection as a secondary-tier intervention for reducing problem behaviors in instructional and noninstructional settings. Beyond Behavior, 22, 40–47. https://doi.org/10.1177/107429561202200107
15.
FalkK.WehbyJ. (2005). The impact of explicit reading instruction on student achievement: Study findings. Impact, 18, 30–31.
16.
FarleyC.TorresC.WailehuaC. T.CookL. (2012). Evidence-based practices for students with emotional and behavioral disorders: Improving academic achievement. Beyond Behavior, 21, 37–43. https://doi.org/10.1177/107429561602500202
17.
FoormanB.BeylerN.BorradaileK.CoyneM.DentonC. A.DiminoJ.. . . WisselS. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance.
18.
FornessS. R.FreemanS. F. N.PaparellaT.KauffmanJ. M.WalkerH. M. (2012). Special education implications of point and cumulative prevalence for children with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 20, 4–18. https://doi.org/10.1177/1063426611401624
19.
FuchsD.FuchsL. S.ThompsonA.SvensonE.YenL.OtaibaS. A.. . . SaenzL. (2001). Peer-assisted learning strategies in reading: Extensions for kindergarten, first grade, and high school. Remedial and Special Education, 22, 15–21. https://doi.org/10.1177/074193250102200103
20.
FuchsD.FuchsL. S.VaughnS. (2014). What is intensive instruction and why is it important?TEACHING Exceptional Children, 46, 13–18. https://doi.org/10.1177/0040059914522966
21.
GarwoodJ. D.HarrisA. H.TomickJ. K. (2017). Starting at the beginning: An intuitive choice for classroom management. Teacher Education and Practice, 30, 77–97.
22.
GarwoodJ. D.VargheseC.Vernon-FeagansL. (2017). Internalizing behaviors and hyperactivity/inattention: Consequences for young struggling readers, and especially boys. Journal of Early Intervention, 39, 218–235. https://doi.org/10.1177/1053815117706524
23.
GarwoodJ. D.Vernon-FeagansL., & The Family Life Project Key Investigators. (2017). Classroom management affects literacy development of students with emotional and behavioral disorders. Exceptional Children, 83, 123–142. https://doi.org/10.1177/0014402916651846
24.
GoodR. H.KaminskiR. A. (Eds.). (2018). Dynamic indicators of basic early literacy skills (8th ed.). Institute for the Development of Educational Achievement.
25.
HaydonT.MacSuga-GageA. S.SimonsenB.HawkinsR. (2012). Opportunities to respond: A key component of effective instruction. Beyond Behavior, 22, 23–31. https://doi.org/10.1177/107429561202200105
26.
HaydonT.Musti-RaoS. (2011). Effective use of behavior-specific praise: A middle school case study. Beyond Behavior, 20, 31–39.
27.
HernandezD. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Annie E. Casey Foundation.
28.
HinesS. J. (2009). The effectiveness of a color-coded, onset-rime decoding intervention with first-grade students at serious risk for reading disabilities. Learning Disabilities Research & Practice, 24, 21–32. https://doi.org/10.1111/j.1540-5826.2008.01274.x
29.
JordanR.GarwoodJ. D.TrathenW. (2019). Assessing general education and special education majors’ self-efficacy for teaching reading. Learning Disabilities Research and Practice, 34, 185–193.
LaneK. L.FletcherT.CarterE. W.DejudC.DeLorenzoJ. (2007). Paraprofessional-led phonological awareness training with youngsters at risk for reading and behavioral concerns. Remedial and Special Education, 28, 266–276. https://doi.org/10.1177/07419325070280050201
32.
LovettM. W.FrijtersJ. C.WolfM.SteinbachK. A.SevcikR. A.MorrisR. D. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109, 889–914. https://doi.org/10.1037/edu0000181
33.
MathesP. G.FuchsL. S. (1993). Peer-mediated reading instruction in special education resource rooms. Learning Disabilities Research & Practice, 8, 233–243.
34.
McKennaJ. W.CiulloS. (2016). Typical reading instructional practices provided to students with emotional and behavioral disorders in a residential and day treatment setting: A mixed methods study. Residential Treatment for Children & Youth, 33, 225–246. https://doi.org/10.1080/0886571x.2016.1207217
35.
McKennaJ. W.ShinM.SolisM.MizeM.PfannenstielK. (2019). Effects of single-case reading interventions for students with and at-risk of emotional and behavioral disorders in grades K-12: A quantitative synthesis. Psychology in the Schools, 56, 608–629. https://doi.org//10.1002/pits.22242
36.
MitchellB.KernL.ConroyM. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44, 70–84. https://doi.org/10.1177/0198742918816518
37.
NelsonJ. R.BennerG. J.GonzalezJ. (2003). Learner characteristics that influence the treatment effectiveness of early literacy Interventions: A meta analytic review. Learning Disabilities Research & Practice, 18, 255–267. https://doi.org/10.1111/1540-5826.00080
38.
NelsonJ. R.CooperG.GonzalezJ. (2004). Stepping stones to literacy. Sopris West.
39.
NelsonJ. R.StageS. A.EpsteinM. H.PierceC. D. (2005). Effects of a prereading intervention on the literacy and social skills of children. Exceptional Children, 72, 29–45. https://doi.org/10.1177/001440290507200102
40.
PophamM.CountsJ.RyanJ. B.KatsiyannisA. (2018). A systematic review of self-regulation strategies to improve academic outcomes of students with EBD. Journal of Research in Special Educational Needs, 18, 239–253. https://doi.org/10.1111/1471-3802.12408
41.
RobertsG. J.ChoE.GarwoodJ. D.GobleG. H.RobertsonT.HodgesA. (2019). Reading interventions for students with reading and behavioral difficulties: A meta-analysis and evaluation of co-occurring difficulties. Educational Psychology Review. Advance online publication. https://doi.org/10.1007/s10648-019-09485-1
42.
RyanJ. B.PierceC. D.MooneyP. (2008). Evidence-based teaching strategies for students with EBD. Beyond Behavior, 17, 22–29.
43.
ScheuermannB. K.HallJ. A. (2016). Positive behavioral supports for the classroom (3rd ed.). Pearson.
44.
StormontM.HermanK. C.ReinkeW. M. (2015). The overlooked children: How teachers can support children with internalizing behaviors. Beyond Behavior, 24, 39–45. https://doi.org/10.1177/107429561502400206
45.
SuggateS. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49, 77–96. https://doi.org/10.1177/0022219414528540
46.
TorgesenJ. K.BryantB. R. (1994). Phonological awareness training for reading. PRO-ED.
47.
U.S. Department of Education. (2017). What Works Clearinghouse standards handbook (Version 4.0). Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/Handbooks
48.
VannestK. J.Temple-HarveyK. K.MasonB. A. (2009). Adequate yearly progress for students with emotional and behavioral disorders through research-based practices. Preventing School Failure, 53, 73–83. https://doi.org/10.3200/psfl.53.2.73-84
49.
VargheseC.GarwoodJ. D.Bratsch-HinesM.Vernon-FeagansL. (2016). Exploring magnitude of change in teacher efficacy and implications for students’ early literacy growth. Teaching and Teacher Education, 55, 228–239.
50.
VaughnS.Linan-ThompsonS. (2004). Research-based methods of reading instruction, grades K-3. ASCD.
51.
Vernon-FeagansL.Bratsch-HinesM.VargheseC.CutrerE. A.GarwoodJ. D. (2018). Improving struggling readers’ early literacy skills through a tier 2 professional development program for rural classroom teachers: The Targeted Reading Intervention. The Elementary School Journal, 118, 525–548. https://doi.org/10.1086/697491
52.
VolpeR. J.YoungG. I.PianaM. G.ZaslofskyA. F. (2012). Integrating classwide early literacy intervention and behavioral supports: A pilot investigation. Journal of Positive Behavior Interventions, 14, 56–64. https://doi.org/10.1177/1098300711402591
53.
VostalB. R.LeeD. L. (2011). Behavioral momentum during a continuous reading task: An exploratory study. Journal of Behavioral Education, 20, 163–181. https://doi.org/10.1007/s10864-011-9129-6
54.
WillsH.KampsD.AbbottM.BannisterH.KaufmanJ. (2010). Classroom observations and effects of reading interventions for students at risk for emotional and behavioral disorders. Behavioral Disorders, 35, 103–119. https://doi.org/10.1177/019874291003500203
