“TRAP is legit!” using self-regulated strategy development to teach reading comprehension in a residential treatment facility

ABSTRACT

This study investigated the effectiveness of the self-regulated strategy development (SRSD) instructional approach with middle school youth with behavior challenges served in a residential treatment facility. Youth were taught the TRAP (Think before reading, Read a paragraph, Ask what is the main idea/important details, Paraphrase the paragraph; Mason et al.) mnemonic as a means of increasing reading comprehension as measured through oral retell. Using a multiple-probe across participant single case design, a functional relation between the TRAP mnemonic and oral retell scores was observed. Treatment fidelity, social validity, and academic engagement are presented. Implications for practitioners, limitations, and areas for future directions are outlined.

KEYWORDS:

• Adolescent
• emotional and behavioral disorders
• reading comprehension
• residential treatment facilities
• self-regulated strategy development

Additional information

Funding

Funding for this study was in part provided by the Office of the Vice President for Research & Economic Development at the University of Alabama. The opinions expressed are those of the authors and not necessarily of the funding agency.

Notes on contributors

Sara Sanders

Sara Sanders is an assistant research professor at the University of Alabama. Her research focus is on academic, behavioral, and social- emotional interventions for students with emotional and behavioral disorders served in residential and juvenile justice facilities and the implementation of self-care supports for staff working in alternative education settings.

Lauren Hart Rollins

Lauren H. Rollins is an assistant professor at the University of West Georgia. Her research interests include tier 2 and 3 academic and behavioral interventions for students with and at-risk for emotional and behavioral disorders and special education teacher preparation and well-being.

Elizabeth Michael

Elizabeth Michael is an Associate Research Professional at the University of Alabama. Her research interest include academic and behavior intervention packages for students with EBD, self-regulated strategy development instructional approach for writing and social and emotional learning instruction.

Kristine Jolivette

Kristine Jolivette is the Paul W. Bryant and Mary Harmon Bryant Endowed Professor at the University of Alabama. Her research focus is on youth with and at risk for emotional and behavioral disorders, multi-tiered systems of support across domains, and adapted academic, social-emotional learning, and behavior tiered supports in juvenile corrections.