Examining the Effect of Explicit Reading Instruction on the Engagement of Elementary Students with Challenging Behaviors

ABSTRACT

Providing support to students with challenging behaviors is a critical focus of classroom teachers’ success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this study is on the effects of implementation of Orton–Gillingham Reading intervention strategies on active engagement for students with challenging behaviors. Using a single-subject alternating treatments design across 3 elementary school classrooms, increasing the rate of teachers’ positive feedback and opportunities to respond was examined for effect on the engagement of students identified with challenging behaviors. Future research directions and implications for recommended teacher practice are provided.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

Support for this study was provided by a Leadership Grant from the US Department of Education, Office of Special Education Programs (H325D110009). Opinions expressed within do not necessarily reflect the position of the US Department of Education.