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| Increasing the Academic Performance for Students with Problem Behavior |
| Monday, May 31, 2004 |
| 1:30 PM–2:50 PM |
| Berkeley |
| Area: EDC; Domain: Applied Research |
| Chair: Mack D. Burke (University of Georgia) |
| Discussant: Teri Lewis (University of Oregon) |
| Abstract: . |
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| Using Schoolwide Academic and Behavioral Systems to Predict Chronic Problem Behavior in Early Elementary Grades |
| KENT MCINTOSH (University of Oregon), David Chard (University of Oregon), Joseph Boland (University of Oregon), Robert H. Horner (University of Oregon) |
| Abstract: In this study, a three tier model of prevention for both academics and behavior is presented, in which students are screened, assessed and provided interventions based on their place in the model. The authors undertook a longitudinal analysis of early reading skills and office discipline referrals (ODRs), indicating basic academic skills and chronic problem behavior, for 248 students in a school district with schoolwide reading and behavior systems. The most powerful predictors of a pattern of chronic problem behavior for students in third grade were ODRs received in second and first grade. Kindergarten ODRs were not significant predictors. Of screening measures in kindergarten, early reading scores were more powerful than ODRs in predicting behavior in third grade. Results support the use of these measures to predict future chronic problem behavior and also suggest that ODRs received in earlier grades are less accurate than later grades in assessing problem behavior. Implications for early identification and prevention of chronic problem behavior are identified. |
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| Effects of a Direct Instruction Reading Program on the Academic Performance of Emotionally Behaviorally Disordered Students |
| CLAY CROWDER (University of Georgia), Mack D. Burke (University of Georgia), Shanna Hagan-Burke (University of Georgia) |
| Abstract: This study examined the effectiveness of a Direct Instruction Reading Program for a group of Emotionally Behaviorally Disordered (EBD) students receiving special education services in a self-contained school setting. 29 students participated in the study and all had been diagnosed as EBD according to the criteria established by the State of Georgia. Students’ reading performance was evaluated pre and post intervention using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and two subtests of the Woodcock-Johnson Tests of Achievement III. Students were randomly assigned to treatment and control groups. Those in the treatment group received specialized instruction using the Corrective Reading program. Students in the control group received instruction using the textbooks assigned by the local school system. Treatment was implemented for a total of seven weeks, after which students were again assessed. Statistical analyses of the data shoed no significant differences between treatment and control groups. It is hypothesized that the duration of treatment was responsible for the lack of effects. However, this study illuminated several important issues regarding the difficulties of conducting group research with this population. These included difficulties in attaining consent for participation, attrition and participants’ refusals to comply during treatment. Researchers suggested that single-subject methodologies might be more appropriate and effective for testing interventions with this population. |
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| Self-evaluation and Repeated Reading: Increasing Oral Reading Performance of Students with Behavior Disorders |
| PHILIP L. GUNTER (Valdosta State University) |
| Abstract: In this presentation the results of three investigations to evaluate the effects of various components of self-evaluation and repeated reading on the oral reading fluency of elementary and middle school students identified with behavioral disorders will be presented. Particularly unique aspects of the studies are the digital audio recordings students make of their own readings which allowed audio files to be stored and moved electronically and the students’ self-graphing of performance data using Microsoft Excel software. Study 1 evaluates the impact of students’ complete self-evaluation of oral reading from recording oral reading, evaluating the reading, and graphing their performance data. Study 2 evaluates the effects of having students graph their own evaluations of reading performance with and without an aim line to target expected progress, and study 3 evaluates the impact of students’ self-evaluation using a goal-line instead of an aim line to target desired reading rates. Each study uses a multiple baseline design with treatment reversals to enhance evaluation of the effectiveness of interventions. Reliability measures were gathered on the evaluation of student performance in reading using point-by-point measures on each word read. Additionally, fidelity of intervention measures were used to determine the accuracy of students’ self-evaluated performance measures. Results are discussed in terms of the positive academic effects of each of the intervention procedures and the positive benefits for classroom teachers related to the evaluation process. |
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