The Effects of a Supplemental Early Literacy Program for a Student at Risk: A Case Study

References

• American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
   Google Scholar
• Lane, K. L. (1997). Students at-risk for antisocial behavior: The utility of academic and social skills interventions. Unpublished doctoral dissertation, University of California, Riverside.
   Google Scholar
• Lane, K. L. (1999). Young students at risk for antisocial behavior: The utility of academic and social skills interventions. Journal of Emotional and Behavioral Disorders, 7, 211–223.
   Google Scholar
• Kazdin,A. E. (1987). Treatment of antisocial behavior in children: Current status and future directions. Psychological Bulletin, 102, 187–203.
   Google Scholar
• Kauffman, J. M. (1999). How we prevent the prevention of emotional and behavior disorders. Exceptional Children, 65, 448–468.
   Google Scholar
• Kazdin, A. E. (1977). Assessing the clinical or applied significance of behavior change through social validation. Behaviour Modification, 1, 427–452.
   Google Scholar
• Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grade. Journal of Educational Psychology, 80, 437–447.
   Google Scholar
• Kaminski, R. A., & Good, R. H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology, 25, 215–227.
   Google Scholar
• Johnston, J. M., & Pennypacker, H. S. (1993). Strategies and tactics of behavioral research (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Good, R. H., Laimon, D., Kaminski, R. A., & Smith, S. (2001). Initial sound fluency. In R. H. Good & R. A. Kaminski (Eds.), Dynamic indicators of basic early literacy skills (5th ed.). Retrieved April 4, 2002 from the Institute for the Development of Educational Achievement Web site. http://dibels.uoregon.edu/.
   Google Scholar
• Elliott, S., & Gresham, F. M. (1991). Social skills intervention guide. Circle Pines, MN: American Guidance.
   Google Scholar
• O'Shaughnessy, T., Lane, K. L., Gresham, F. M., & Beebe-Frankenberger, M. (2002). Students with or at-risk for learning and emotional-behavioral difficulties: An integrated system of prevention and intervention. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 3–17). Needham, MA: Allyn & Bacon.
   Google Scholar
• Reschly, D. J. (2000). The present and future status of school psychology in the United States. School Psychology Review, 29, 507–522.
   Google Scholar
• Sattler, J. (1991). Assessment of children (3rd ed.). San Diego, CA: Author.
   Google Scholar
• Sugai, G., Sprague, J. R., Horner, R. H., & Walker, H. M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94–101.
   Google Scholar
• Walker, H. M., Block-Pedego, A., Todis, B., & Severson, H. (1991). School Archival Records Search. Longmont, CO: Sopris West.
   Google Scholar
• Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence based practices. Belmont, CA: Thomson/ Wadsworth Learning Publishing.
   Google Scholar
• Walker, H. M., & Severson, H. (1992). Systematic Screening for Behavior Disorders: Technical Manual. Longmont, CO: Sopris West.
   Google Scholar
• Walker, H. M., & Severson, H. (2002). Developmental prevention of at-risk outcomes for vulnerable antisocial children and youth. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 177–194). Needham, MA: Allyn & Bacon.
   Google Scholar
• Wechsler, D. (1988). Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R). New York: Psychological Corporation Harcourt Brace Jovanovich.
   Google Scholar
• Lane, K. L., Mahdavi, J. N., & Borthwick-Duffy, S. A. (2003). Teacher perceptions of the prereferral intervention process: A call for assistance with school-based interventions. Preventing School Failure, 47, 148–155.
   Google Scholar
• Lane, K. L., & Menzies, H. M. (2002). The effects of a school-based primary intervention program: Preliminary outcomes. Preventing School Failure, 47, 26–32.
   Google Scholar
• Lane, K. L., O'Shaughnessy, T., Lambros, K. M., Gresham, F. M., & Beebe-Frankenberger, M. E. (2001). The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties. Journal of Emotional and Behavioral Disorders, 9, 219–231.
   Google Scholar
• Lane, K. L., & Wehby, J. (2002). Addressing antisocial behavior in the schools: A call for action. Academic Exchange Quarterly, 6, 4–9.
   Google Scholar
• Lee, Y., Sugai, G., & Horner, R. H. (1999). Using an instructional intervention to reduce problem and off-task behaviors. Journal of Positive Behavior Interventions, 4, 195–204.
   Google Scholar
• Maguin, E., & Loeber, R. (1996). Academic performance and delinquency. In M. Tonry (Ed.), Crime and justice: A review of research (Vol. 20, pp. 145–264). Chicago: University of Chicago Press.
   Google Scholar
• Mayer, G. R., & Sulzer-Azaroff, B. (1990). Interventions for vandalism. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 559–580) [Monograph]. Washington, DC: National Association of School Psychologists.
   Google Scholar
• Gresham, F. M. (1998). Designs for evaluating behavior change: Conceptual principles of single case methodology. In T. S. Watson & F. M. Gresham (Eds.), Handbook of child behavior therapy (pp. 23–40). New York: Plenum.
   Google Scholar
• Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System (SSRS). Circle Pines, MN: American Guidance.
   Google Scholar
• Hinshaw, S. P. (1992a). Academic underachievement, attention deficits, and aggression: Comorbidity and implications for intervention. Journal of Consulting and Clinical Psychology, 60, 893–903.
   Google Scholar
• Hinshaw, S. P. (1992b). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127–155.
   Google Scholar
• Lane, K. L., Beebe-Frankenberger, M. E., Lambros, K. L., & Pierson, M. (2001). Designing effective interventions for children at-risk for antisocial behavior: An integrated model of components necessary for making valid inferences. Psychology in the Schools, 38, 365–379.
   Google Scholar
• Lane, K. L., Gresham, F. M., & O'Shaughnessy, T. (2002). Identifying, assessing, and intervening with children with or at-risk for behavior disorders: A look to the future. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 317-326). Need-ham, MA: Allyn & Bacon.
   Google Scholar
• Witt, J. C., & Elliott, S. N. (1983, August). Assessing the acceptability of behavioral interventions. Paper presented at the annual meeting of the American Psychological Association, Anaheim, CA.
   Google Scholar
• Woodcock, R. W. (1998). Woodcock Reading Mastery Test–Revised. Circle Pines, MN: American Guidance.
   Google Scholar
• Scott, T. M., Nelson, C. M., & Liaupsin, C. J. (2001). Effective instruction: The forgotten component in preventing school violence. Education and Treatment of Children, 24, 309–322.
   Google Scholar
• Shefelbine, J. (1998). Phonics chapter books 1–6: Teachers guide. New York: Scholastic.
   Google Scholar
• Shores, R. E., Jack, S. L., Gunter, P. L., Ellis, D. N., DeBriere, T. J., & Wehby, J. H. (1994). Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27–39.
   Google Scholar
• Busk, P. L., & Serlin, R. C. (1992). Meta-analysis for single-case research. In T. Kratochwill & J. Levin (Eds.), Single case research design and analysis (pp. 187–212). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Carr, E. J., Taylor, J. C., & Robinson, S. (1991). The effects of severe behavior problems in children on the teaching behavior of adults. Journal of Applied Behavior Analysis, 24, 523–525.
   Google Scholar
• Coie, J., & Krehbiel, G. (1984). Effects of academic tutoring on the social status of low-achieving, socially rejected children. Child Development, 55, 1465–1478.
   Google Scholar
• Drummond, T. (1994). The Student Risk Screening Scale (SRSS). Grants Pass, OR: Josephine County Mental Health Program.
   Google Scholar
• Bullis, M., & Walker, H. M. (1994). Comprehensive school-based systems for troubled youth. Eugene: University of Oregon, Center on Human Development.
   Google Scholar