Abstract
Effects of a student with severe emotional/behavioral disorders (SEBD) graphing her own performance data on rate of correct words read per minute were evaluated using a withdrawal of treatment case study design. The student recorded her daily performance using a desktop computer and standard spreadsheet software that automatically graphed each data point when the numeric value representing the daily reading rate was entered. Results indicate that the student's reading rate increased concurrent with the implementation of the self-graphing intervention to the point that the student's reading rate was commensurate with that recommended for her grade level. The discussion of this article centers on the ease of implementation and the potential of this intervention to enhance the use of data for decision making in classrooms for students with emotional/behavioral disorders.
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