Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom. Despite this, there is a paucity of research on reading interventions for students with E/BD. Recent researchers have demonstrated positive effects when pairing simple interventions to comprehensive reading programs. This study extends the literature base by building upon the tiered supports provided to a student with E/BD in a self-contained alternative education school and evaluating the effects of adding self-graphing before and self-graphing after reading multiple passages on oral reading fluency. Social validity and intrinsic motivation also were assessed with implications for practice and future directions discussed.
To Read this Article - Left Click Here (login required)
To Download this Article - Right Click Here (login required)
(choose "save", "save target as" or "save as")
To Download the Entire Spring/Summer 2013 Issue of JAASEP - Click Here (login required)
AASEP MEMBERS LOGIN to Access live links to all available JAASEP issues.