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Abstract
The teaching community is challenged by the responsibility of meeting the academic, social, and behavioral needs of children with and at risk for antisocial behavior. Although intervening with these children is challenging at best, the literature suggests that intervention efforts are most likely to be successful when they occur early in a child's educational experience. In this case study, the authors explore the effect of a supplemental early literacy program for a kindergarten student identified as at risk for antisocial behavior who did not respond to a school-wide, primary intervention program. A school-site literacy coordinator provided small-group instruction in the area of phonemic awareness during the course of the traditional school day. University personnel monitored the student's progress in early literacy skills as well as behavioral performance in the classroom and playground settings. Results indicated that improvements in phonemic awareness were associated with lowerlevels of disruptive behavior in the classroom and improved social interactions on the playground. Furthermore, the student viewed the intervention procedures as acceptable and the outcomes useful. Limitations are addressed and suggestions for future research are offered.