Interventions to Improve the Literacy Functioning of Adolescents with Emotional and/or Behavior Disorders: A Review of the Literature between 1965 and 2005

Griffith, Annette K.; Trout, Alexandra L.; Hagaman, Jessica L.; Harper, John C.

doi:10.1177/019874290803300301

Cited by 16 publications

(31 citation statements)

References 40 publications

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“…Thus, they did not base their conclusions exclusively on studies with sufficient quality. Griffith, Trout, Hagaman, and Harper (2008) reviewed the effectiveness of literacy interventions for adolescents with EBD. Sixteen of 17 studies that met article selection criteria employed a single-case design.…”

Section: Expert Panel Recommendationsmentioning

confidence: 99%

An Evaluation of Single-Case Reading Intervention Study Quality for Students With and At Risk for Emotional and Behavioral Disorders

et al. 2017

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Researchers have noted the lack of research to guide reading practice for students with and at risk for emotional and behavioral disorders (EBD). Although comprehensive syntheses have identified promising practices and areas for future research, none have evaluated the rigor of studies according to quality indicators. The current study evaluated the extant single-case reading intervention research for this student population according to the What Works Clearinghouse (WWC) standards. Thirty studies met article selection criteria, 20 (66.6%) of which had at least one dependent variable that did not meet design standards. Study findings suggest a need for researchers to employ stronger designs and place a greater emphasis on investigating the effects of reading instructional practices in inclusive settings. Overall, two reading interventions were identified as potentially promising: cognitive mapping and a listening while reading accommodation. Furthermore, findings suggest that it may be advantageous to embed behavioral strategies within reading interventions. Study limitations include the exclusive use of single-case design studies and a reliance on visual analysis to determine intervention effectiveness.

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Section: Expert Panel Recommendationsmentioning

confidence: 99%

An Evaluation of Single-Case Reading Intervention Study Quality for Students With and At Risk for Emotional and Behavioral Disorders

et al. 2017

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“…Next, an ancestral search of previous reviews of reading and literacy interventions for students with and at‐risk for EBD (G. Benner, Nelson, Ralston, & Mooney, ; Burke et al, ; Garwood, ; J. D. Garwood et al, ; Griffith, Trout, Hagaman, & Harper, ; J. W. McKenna et al, ; Rivera, Al‐Otaiba, & Koorland, ) and a review of reading interventions with behavioral outcomes (Roberts, Solis, Ciullo, McKenna, & Vaughn, ) was performed to obtain articles not identified in the electronic search. This ancestral search revealed three additional articles meeting our selection criteria.…”

Section: Methodsmentioning

confidence: 99%

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

McKenna

Shin

Solís

et al. 2019

Psychology in the Schools

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This study examined the effects of reading interventions from single-case design studies for students with and at-risk of emotional and behavioral disorders in grades K-12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students' reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau-U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student-teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed. K E Y W O R D S quality indicators, quantitative synthesis, reading interventions, single-case research, students with and at risk of emotional and behavioral disorders Psychol Schs. 2019;56:608-629. wileyonlinelibrary.com/journal/pits 608 |

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“…Furthermore, students with EBD commonly demonstrate reading comprehension deficits, which are likely to worsen as they progress into the secondary grades (Lane, Barton-Arwood, Nelson, & Wehby, 2008). In a review of interventions to improve the literacy functioning of adolescents with EBD, Griffith, Trout, Hagaman, and Harper (2008) found a dearth of research focusing on comprehension interventions. In fact, the authors concluded that greater emphasis should be placed on all types of literacy intervention for students with EBD, but interventions that target reading comprehension should be a particular focus.…”

Section: Adolescent Literacy Intervention Needsmentioning

confidence: 99%

The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders’ Main Idea Statements About Informational Text

Wexler

Reed

Barton

et al. 2017

Behavioral Disorders

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There are a significant number of students with disabilities in the juvenile justice system (Quinn, Rutherford, Leone, Osher, & Poirier, 2005). Researchers have found emotional and behavioral disorders (EBD) to be the most commonly reported disability among these youth (Gagnon, Barber, VanLoan, & Leone, 2009). Nationally, approximately 33% of youth in the juvenile justice system are students with disabilities; of those, 47% are students with an EBD and 39% are students with learning disabilities (Quinn, Poirier, & Garfinkel, 2005). These students typically have reading abilities that are years behind their nonincarcerated peers (Krezmien, Mulcahy, & Leone, 2008). Low academic achievement, especially in reading, of youth in the juvenile justice system with and at risk for EBD is of particular concern (Mattison, 2008; Nelson, Benner, Lane, & Smith, 2004) because reading difficulties are associated with misbehavior and can lead to further negative outcomes such as recidivism (Zamora, 2005). To provide a context for implementing evidence-based practices (EBPs) for youth in the juvenile justice system with EBD, we describe (a) challenges inherent in juvenile justice facilities related to providing instruction and conducting research and (b) the needs of adolescents with and at risk for EBD who struggle with reading regardless of their instructional setting. Instructional and Research Challenges in Juvenile Justice Facilities Service providers typically encounter a number of challenges when trying to implement systematic instruction and services in juvenile justice facilities (Houchins, Puckett-Patterson, Crosby, Shippen, & Jolivette, 2009). First, educators face the daunting task of teaching students placed in classes based on their level or type of crime rather than academic ability or individual needs (Krezmien & Mulcahy, 2008). Youth in the juvenile justice facilities are typically grouped into living units based on security issues. They stay with these intact groups throughout the day-including school time (Houchins et al., 2009; Krezmien & Mulcahy, 2008). Thus, classes often consist of students from different grade levels with a range of academic needs. Even if 703359B HDXXX10.

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Interventions to Improve the Literacy Functioning of Adolescents with Emotional and/or Behavior Disorders: A Review of the Literature between 1965 and 2005

Cited by 16 publications

References 40 publications

An Evaluation of Single-Case Reading Intervention Study Quality for Students With and At Risk for Emotional and Behavioral Disorders

An Evaluation of Single-Case Reading Intervention Study Quality for Students With and At Risk for Emotional and Behavioral Disorders

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders’ Main Idea Statements About Informational Text

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