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The purpose of this study was to conduct a comparative analysis of the effects of direct instruction, cooperative learning, and independent learning instructional practices on the classroom behavior of students with behavior disorders. Results indicated that there were distinct differences in the classroom behavior of the students during the direct instruction condition. In this condition, they displayed higher rates of on-task behavior and lower rates of disruptive behavior relative to the cooperative learning and independent learning conditions. There appeared to be little or no differences between the classroom behavior of the students during the cooperative learning condition and that during the independent learning condition. The results suggest (a) that the instructional sequence underlying direct instruction practices reduces the disruptive behavior of students, and (b) that instructional practices may serve as an aversive stimuli in classrooms.

This paper provides a description of three-tier intervention models for reading and behavior. Although there is scientific evidence that the implementation of interventions at one or more levels of these models leads to improved reading or behavior performance, there is a paucity of research detailing the integration of three-tiered reading and behavior models. A future direction in the area of reading and behavior intervention models should be the integration of these models. This future direction is briefly discussed.

The purpose of this study was to analyze the research literature on three-tier models of reading and behavior and to provide a descriptive analysis and meta-analytic review of these models. An in-depth review of 17 articles was conducted on the similarities and differences between and among three-tier models of reading (n = 5), models of behavior (n = 7), and integrated models (combining reading and behavior; n = 5). Descriptive analyses were conducted across three areas: student populations, intervention level, and setting. Finally, a meta-analytic review was completed of 11 of the 17 investigations. Scientific evidence shows that one or more levels of these three-tier models leads to improved reading or behavior performance; however, there is a paucity of research detailing the integration of three-tier reading and behavior models. Limitations and directions for future research are discussed.

This article offers an evaluation of a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors.The program consists of five main elements— a school-wide discipline program, one-to-one tutoring in reading, conflict resolution, a video-based family management program, and an individualized, function-based behavior intervention plan—that were developed through a consensus-building participatory process. Seven elementary schools in one district were studied for 2 years. Comparisons with the district's remaining 28 elementary schools indicated strong positive effects on the number of formal disciplinary actions and academic performance of schools. In addition, comparisons between target students (those who exhibited disruptive behaviors) and criterion students (those who did not exhibit disruptive behaviors) indicated positive effects on the social adjustment and academic performance of the target students.