Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

Garwood, Justin D.; McKenna, John; Ciullo, Stephen

doi:10.1177/1074295619900380

Cited by 7 publications

(5 citation statements)

References 37 publications

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“…If classwide engagement is low (less than 80% of students are consistently engaged), then universal support strategies such as active supervision, precorrection, and behavior-specific praise (K. L. Lane et al, 2018) can be implemented before individualized interventions until classwide engagement improves. If classwide engagement is high (at least 80% of students are consistently engaged) and achievement data are low, then changes to the instructional methods can be considered (e.g., ensuring researchor evidence-based instructional practices for content; Garwood et al, 2020;Powell et al, 2022). While classwide data provide an overall picture of the classroom, these data will not identify individual students who may require additional support.…”

Section: Considering Classwide Engagementmentioning

confidence: 99%

Engagement as an Alternative to Noncompliance Measurement: Promoting Validity, Accuracy, and Student Outcomes

Malone,

Kurth,

Zimmerman

2024

Beyond Behavior

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While noncompliance is a concerning challenging behavior and commonly reported by educators, its measurement is likely to be invalid and inaccurate given the subjectivity of the operational definition. Engagement is offered as a more valid, accurate measurement that may provide data regarding the amount of instruction accessed by the student. In this article, we outline limitations of noncompliance measurement and provide resources for educators to measure and support varying forms of engagement to improve student outcomes.

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Section: Considering Classwide Engagementmentioning

confidence: 99%

Engagement as an Alternative to Noncompliance Measurement: Promoting Validity, Accuracy, and Student Outcomes

Malone,

Kurth,

Zimmerman

2024

Beyond Behavior

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show abstract

“…If class-wide engagement is low (less than 80% of students are consistently engaged), then universal support strategies should be implemented first (e.g., active supervision; precorrection; behavior specific praise; Lane et al, 2018), rather than individualized interventions, until class-wide engagement improves. If class-wide engagement is high (at least 80% of students are consistently engaged) and achievement data are low, then changes to the instructional methods should be considered (e.g., ensuring evidence-based instructional practices for content; Garwood et al, 2020;Powell et al, 2022). While class-wide data provides an overall picture of the classroom, these data will not identify individual students who may require additional support, nor will it identify individualized student support needs, thus engagement data collection may be necessary for individual students.…”

Section: Considering Class-wide Engagementmentioning

confidence: 99%

Noncompliance Measurement Pre-Print, Malone et al., 2023

Malone¹,

Kurth²,

Zimmerman³

2023

Preprint

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While noncompliance is a concerning challenging behavior and commonly reported by educators, the measurement of noncompliance is likely to be invalid and inaccurate, given the subjectivity of its operational definition. Engagement is offered as a more valid, accurate measurement that provides data regarding the amount of instruction accessed by the student. This paper outlines limitations of noncompliance measurement and provides resources for educators to measure and support varying forms of engagement to improve student outcomes.

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“…This time requirement may inadvertently prevent young children from being formally identified as a child in need and eligible for special education services. The federal definition of ED also requires adverse effects on academic achievement (Garwood et al, 2020). These criteria may also inadvertently prevent the identification of young children as early childhood (EC) programming may not be academic based.…”

Section: Identification Of Young Children With Ebdmentioning

confidence: 99%

A systematic review of intervention studies for young children with emotional and behavioral disorders: identifying the research base

McKenna

Brigham

Garwood

et al. 2021

Research in Spec Educ Needs

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Schools continue to experience difficulty meeting the needs of young children who are formally identified as having an emotional and/or behavioural disorder (EBD). Although schools are mandated to use evidence‐based practices to improve student outcomes, such practices must first be identified before they can be employed. Systematic reviews of intervention studies are commonly performed to identify evidence‐based practices, make recommendations for service delivery, and identify areas for future research that are needed to inform practice. At this time, researchers have yet to perform a systematic review of intervention studies involving young children identified with EBD – early childhood (EC) – grade 2. The purpose of this study was to identify and describe published school‐based intervention research for this student population. Studies meeting selection criteria were evaluated according to the relevant What Works Clearinghouse (WWC) Design standards to identify studies with strong internal validity that reported positive effects. Twenty‐nine manuscripts reporting 30 intervention studies were identified. Findings suggest that practitioners must primarily rely on their professional judgement and values guided by principles embedded in their training when planning instruction and support for young children with EBD due to the absence of high‐quality intervention research. Additional rigorous evaluations are needed so that practice is better informed by science. Recommendations for practice, areas for future research, and study limitations are discussed.

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Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

Cited by 7 publications

References 37 publications

Engagement as an Alternative to Noncompliance Measurement: Promoting Validity, Accuracy, and Student Outcomes

Engagement as an Alternative to Noncompliance Measurement: Promoting Validity, Accuracy, and Student Outcomes

Noncompliance Measurement Pre-Print, Malone et al., 2023

A systematic review of intervention studies for young children with emotional and behavioral disorders: identifying the research base

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