The Impact of Embedding Behavioral Supports into Reading Instruction for Upper Elementary Students with Reading Difficulties and Inattention

Abstract

The present multiprobe single-case design study investigated the impact of integrating evidence-based behavioral supports into a small-group reading intervention on student engagement and disruptive behavior for six upper elementary students with co-occurring reading difficulties and inattention. Visual analysis suggested a functional relation for all six students on engagement and five students on disruptive behavior. Furthermore, there was a statistically significant mean effect of the intervention on engagement (Tau-U = 0.76) and disruptive behavior (Tau-U = 0.81). At the student level, the intervention led to a statistically significant improvement in engagement and decline in disruptive behavior for three and five students, respectively. Study outcomes suggested that evidence-based behavior supports, integrated into an evidence-based commercially available reading curriculum during small-group instruction, are both feasible and can lead to improved student behavior. Limitations and implications for research and practice are discussed.