Improving the Reading Comprehension Skills of Systems‐Involved Youth: A Preliminary Investigation of an Underserved Population

Sanders, Sara; Jolivette, Kristine; Harris, Cody

doi:10.1111/ldrp.12254

Cited by 9 publications

(3 citation statements)

References 48 publications

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“…Once researchers have access to a facility, they may be seriously limited in the scope of their research and the schedule of intervention due to the common prioritization of security and safety over youth education and treatment (Sanders et al, 2021). Moreover, the common reactive and punitive approach taken within facilities (Gagnon et al, 2018) may relegate research to rather small interventions.…”

Section: Discussionmentioning

confidence: 99%

Interventions addressing incarcerated youth behavior: A review of literature.

Gagnon¹,

Ruiz²,

Mathur³

et al. 2022

American Journal of Orthopsychiatry

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address this issue in Principle 1, which asserts the importance of ensuring the safety and well-being of youth who are incarcerated. To address the research progress since publication of the Guiding Principles, ProQuest and Ebsco were systematically searched and a hand search was conducted. Ten intervention studies were identified that addressed youth behavior. The studies primarily employed a single subject research design and focused on increasing youth compliance and/or decreasing disruptive behaviors. Reviewed studies provide support for providing clear behavioral expectations and reminders, praise, and reinforcement, as well as cognitive-behavioral interventions. However, methodological limitations, including the lack of treatment integrity in nine of the studies, limit conclusions. Public Policy Relevance StatementThe Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings offered a framework for researchers to ensure intervention studies are conducted that focused on the behavioral interventions necessary to ensure a safe and healthy juvenile correctional environment. The current systematic review reveals important research is being conducted on increasing youth compliance and decreasing disruptive behaviors. However, researchers must be provided access to facilities and conduct highquality single subject and group design research in juvenile correctional facilities that also addresses such issues as youth lack of social skills, socially acceptable self-assertion, and ability to cooperate with peers. aaa This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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Section: Discussionmentioning

confidence: 99%

Interventions addressing incarcerated youth behavior: A review of literature.

Gagnon¹,

Ruiz²,

Mathur³

et al. 2022

American Journal of Orthopsychiatry

View full text Add to dashboard Cite

show abstract

“…Once researchers have access to a facility, they may be seriously limited in the scope of their research and the schedule of intervention due to the common prioritization of security and safety over other aspects of youth education and treatment (Sanders et al, 2021). Moreover, the common reactive and punitive approach taken within facilities (Gagnon et al, 2018) may relegate research to rather small interventions.…”

Section: High-quality Education In Juvenile Correctionsmentioning

confidence: 99%

Providing high-quality education in juvenile corrections: Next steps.

Gagnon¹,

Mason-Williams²,

Clark³

et al. 2022

American Journal of Orthopsychiatry

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“…Teachers must then monitor the effectiveness of the strategy they create and teach. For example, our team has created strategies, represented by mnemonics, that were not effective (Sandmel et al, 2011). In Peltier et al's vignette, the teacher has created an effective strategy that helps students organize and record their thoughts and notes on major points to be made in their argument.…”

Section: The Little–known History Of Srsdmentioning

confidence: 99%

SRSD Instructional Research for Students with or at‐Risk for LD across the Content Areas: History and Reflections

Harris

2021

Learn Disabil Res Pract

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made this special issue possible, and I thank them. This issue represents the first special issue of a journal dedicated to SRSD research-a true landmark for this work.I began my work on the development of what became SRSD instruction in the late 1970s, based on the characteristics, strengths, and needs of students with LD when learning complex content and abilities. Here, I first provide a history of how SRSD came about and how it initially became focused on writing-something I have never had the chance to do in an article. McKeown et al. (this issue) provide an excellent overview of the initial foundations of what became SRSD, the flexible and recursive stages of instruction, and several of the characteristics of this instructional model; thus, I do not address these aspects here (detailed breakdowns and descriptions of each stage of SRSD instruction and its foundations are available: cf. Harris & Graham, 2009, 2018Harris et al., 2008). Next, I share my thoughts on the importance and the unique contributions of each article in this special issue. Finally, I conclude with some reflections on the future of SRSD instructional research. THE LITTLE-KNOWN HISTORY OF SRSDI begin with my undergraduate degrees-a significant part of my "life space" that led me toward developing what is now known as SRSD. Life space, somewhat simplified, is the combination of all the factors that develop, interact with, and influence a person's behavior at any time and over time. These factors come from an individual's environment, culture, family, community, educational experiences, and more; they interact with one's perspectives, needs, beliefs, values, abilities, personality, goals, motivation, and so on (Lewin, 1948(Lewin, ,1951(Lewin, /1997. I completed two undergraduate degrees from the University of Northern Colorado in 1974. This was before PL 94-142, the law that guaranteed all children a free

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Improving the Reading Comprehension Skills of Systems‐Involved Youth: A Preliminary Investigation of an Underserved Population

Cited by 9 publications

References 48 publications

Interventions addressing incarcerated youth behavior: A review of literature.

Interventions addressing incarcerated youth behavior: A review of literature.

Providing high-quality education in juvenile corrections: Next steps.

SRSD Instructional Research for Students with or at‐Risk for LD across the Content Areas: History and Reflections

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