Reading Instruction for Students with and At Risk for Emotional and Behavioral Disorders: A Synthesis of Observation Research

Abstract

Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and research methods used, as well as to determine the degree to which this student population has access to research-based reading instruction. Eleven studies meeting selection criteria were identified and coded to extract information that was salient to research questions. Although the extant observation research is limited, findings suggest that concerns raised by (Vaughn et al., Journal of Special Education 36:2-13, 2002) approximately 18 years ago remain. Study limitations, implications for school practice, and areas for future research are discussed.

Reading Instruction for Students with Autism Spectrum Disorder: Comparing Observations of Instruction to Student Reading Profiles

“…Schools are mandated to provide instruction and support that confers "appropriate benefit" to students with disabilities who receive special education services (Yell & Bateman, 2019). Research investigating the manner in which schools educate students with disabilities can provide insight into the degree to which these mandates are achieved, identify potential leverage points to improve teacher preparation and school practice, and inform future investigations (McKenna et al, 2021a(McKenna et al, , 2021b. The purpose of this investigation was to describe the provision of reading instruction for a sample of middle grade students receiving special education services for ASD with comorbid reading difficulties.…”

“…Although researchers have utilized a variety of observation methods to investigate school practice in reading for students with LD and EBD (e.g., McKenna, Garwood, & Solis, 2021b;McKenna et al, 2015), this type of research appears to be less commonly utilized by those vested in service delivery for students with ASD. In the only observation study of reading for children with ASD that we are aware of, Whalon and Hart (2011) conducted observations and interviews of three students with ASD in kindergarten, 2nd, and 5th grades to determine the reading instruction provided during instruction in an inclusionary setting.…”

“…Fourth, observation studies can collect data to determine the degree to which teachers provide instruction during allotted instructional time. Observation research focusing on students with EBD have previously expressed a concern with instructional time lost due to managing student behavior and class transitions (McKenna et al, 2021a(McKenna et al, , 2021bVaughn et al, 2002). Currently, the degree to which the challenging behavior of students with ASD impacts the amount and quality of instructional time is unknown.…”

Impact of co‐teaching on general educator self‐reported knowledge and use of inclusive practices for students with emotional and behavioral disabilities: A pilot investigation

“…Some stakeholders have expressed concerns that placement in general education (e.g., inclusion) is emphasized over effective instruction and intervention (Kauffman & Badar, 2016), which is necessary for students with EBD to appropriately benefit from school (Couvillon et al, 2018; McKenna, Garwood, et al, 2021). For example, IDEA recognizes that some students with disabilities have needs that cannot be sufficiently addressed by high‐quality general education instruction with appropriate support on its own, resulting in a need to utilize the full continuum of placement options (Kauffman & Badar, 2016).…”