TY - JOUR
T1 - Empowering Teachers With Low-Intensity Strategies to Support Instruction
T2 - Implementing Across-Activity Choices During Third-Grade Reading Instruction
AU - Ennis, Robin Parks
AU - Lane, Kathleen Lynne
AU - Oakes, Wendy Peia
AU - Flemming, Sarah Cole
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2019.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/4/1
Y1 - 2020/4/1
N2 - Students with and at-risk for academic and behavioral challenges often have low levels of academic engagement. Providing instructional choice is one way to increase engagement in the classroom. In this study, we replicated and extended previous inquiry by investigating the effects of across-activity choices offered by third-grade teachers during reading instruction to participating students with behavioral (one with internalizing and two with internalizing and externalizing patterns) and academic needs. Using a standardized professional development module, teachers learned to implement instructional choice during reading instruction while collecting direct observation data on a student’s academic engagement. Teachers implemented practices with integrity and collected momentary time sampling data for one student in their classroom with high levels of reliability. Results of a withdrawal design indicated a functional relation between the introduction of instructional choice and increases in the academic engagement for the three students. Teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Limitations and future directions are presented.
AB - Students with and at-risk for academic and behavioral challenges often have low levels of academic engagement. Providing instructional choice is one way to increase engagement in the classroom. In this study, we replicated and extended previous inquiry by investigating the effects of across-activity choices offered by third-grade teachers during reading instruction to participating students with behavioral (one with internalizing and two with internalizing and externalizing patterns) and academic needs. Using a standardized professional development module, teachers learned to implement instructional choice during reading instruction while collecting direct observation data on a student’s academic engagement. Teachers implemented practices with integrity and collected momentary time sampling data for one student in their classroom with high levels of reliability. Results of a withdrawal design indicated a functional relation between the introduction of instructional choice and increases in the academic engagement for the three students. Teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Limitations and future directions are presented.
KW - challenging behavior
KW - classroom interventions
KW - positive behavior supports
KW - school and community inclusion
UR - http://www.scopus.com/inward/record.url?scp=85072017720&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85072017720&partnerID=8YFLogxK
U2 - 10.1177/1098300719870438
DO - 10.1177/1098300719870438
M3 - Article
AN - SCOPUS:85072017720
SN - 1098-3007
VL - 22
SP - 78
EP - 92
JO - Journal of Positive Behavior Interventions
JF - Journal of Positive Behavior Interventions
IS - 2
ER -