Group Delivered Literacy-Based Behavioral Interventions for Children with Intellectual Disability

Abstract

This study was conducted to examine the effects literacy-based behavioral interventions have on improving the behavior of students with intellectual disability. A second purpose of this study was to determine if literacy-based behavioral interventions could be an effective intervention strategy when used simultaneously with a group of students targeting the same behavior. A multiple baseline design across small groups was used to assess whether the group delivered story intervention would decrease the negative behaviors of the five participants in this study. Results showed that the behaviors decreased for all five students.