Empowering Teachers with Low-Intensity Strategies: Supporting Students At-Risk for EBD with Instructional Choice during Reading

Autor/inn/en	Ennis, Robin Parks; Lane, Kathleen Lynne; Flemming, Sarah Cole
Titel	Empowering Teachers with Low-Intensity Strategies: Supporting Students At-Risk for EBD with Instructional Choice during Reading
Quelle	In: Exceptionality, 29 (2021) 1, S.61-79 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ennis, Robin Parks) ORCID (Lane, Kathleen Lynne) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1729766
Schlagwörter	Classroom Techniques; Learner Engagement; Student Behavior; At Risk Students; Emotional Disturbances; Behavior Disorders; Academic Failure; Teacher Participation; Reading Instruction; Grade 2; Grade 3; Elementary School Students; Elementary School Teachers; Program Effectiveness; Intervention; Data Collection; Questionnaires; Screening Tests; Student Participation; Selection; Faculty Development; Strengths and Difficulties Questionnaire; Social Skills Improvement System Rating Scales; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Klassenführung; Student behaviour; Schülerverhalten; Gefühlsstörung; Leseunterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Data capture; Datensammlung; Fragebogen; Screening-Verfahren; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Auslese
Abstract	Teachers may benefit from using classroom-delivered, low-intensity strategies to increase engagement of students at-risk for emotional and behavioral disorders and academic failure in the general education classroom. This project focused on empowering teachers to be involved in every step of the research process: screening, planning, data collection, and intervention implementation. Six teachers utilized instructional choice to improve engagement during reading for one targeted student in their second- or third-grade class. Teachers implemented practices with high levels of treatment integrity and collected momentary time sampling data with high levels of reliability. Using a withdrawal design, we observed a clear functional relation between instructional choice and increases in student's academic engagement for three students with improved outcomes for five. Both teachers and students rated intervention goals, procedures, and outcomes as acceptable. Limitations and directions for future research are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01