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This study examined the collective and differentiated effects of a remedial reading intervention, Corrective Reading Decoding Level B, on the reading skills and social adjustment of elementary and middle school students with emotional and behavioral disorders (EBD) and learning disabilities (LD). Students were provided an average of three 40-45 min lessons per week over the course of nearly 4 months. Statistically significant reading skill improvements were found between students who received the intervention (n = 45) and those in the comparison condition (n = 23). The mean average basic reading skills of students with EBD (n = 10) improved from the low average range at pretest to the average range at posttest. Statistically significant differences were found between the posttest basic reading skills of students with EBD and their counterparts with LD (n = 35). Statistically significant reductions in the overall social adjustment problems and internalizing problems of participating students were found. The total problems of students with EBD moved from the clinical to the normal range at posttest. Except for performance on measures of oral reading fluency, students with EBD were significantly more responsive than their LD counterparts on measures of core reading skills, attention problems, ADHD Problems, and anxiety problems. Limitations, implications, and future research directions are discussed., Author(s): Gregory J. Benner [sup.1], Kristine Jolivette [sup.1], Andrea Baylin [sup.1] Author Affiliations: (1) grid.411015.0, 0000 0001 0727 7545, University of Alabama, , Tuscaloosa, AL, USA Literacy remains one of [...]

Abstract The purpose of this evaluation was to examine the effectiveness and feasibility of a summer learning program for students at risk for emotional and behavioral disorders (EBD). We used [...]

It is well documented that youth with or at-risk for emotional and behavioral disorders (E/BD) have severe deficits in their academic functioning. To begin to address these deficits, we focus on the need to close the opportunity gap by providing access to multi-tiered systems of academic prevention, maximizing academic learning time, and providing explicit instruction for youth with E/BD. We offer recommended positive behavior interventions and supports necessary to improve engagement in instruction. Closing the achievement gap using multi-tiered academic supports requires best practices for universal screening and diagnostic assessment to understand youth academic needs. We detail the key elements of explicit instruction directly linked to improved academic performance. We conclude with alterable instruction factors for intensifying instruction and emphasize the need for intensive language instruction for the majority of youth with E/BD. KEYWORDS: Multi-Tiered Systems of Support, Academic Intervention, Achievement Gap, Emotional and Behavioral Disorders, Engagement, Youth with emotional and behavioral disorders (E/BD) require multi-tiered systems of support (MTSS) or prevention, due to the intensity of their behavioral and academic challenges. Indeed, a plethora of research [...]

Abstract The origins and evolution of the field of emotional/behavioral disorders (E/BD) provide a context for offering suggestions for advancing the field. Building from this historical past and the research [...]

Abstract The findings of a best-evidence synthesis of the collateral effect of literacy instruction on the social adjustment of students are reported. The goal of the synthesis was to extend [...]

Abstract Although fundamental beginning reading skills are highly related to later reading success (National Institute of Child Health and Human Development, 2000), it remains unclear how these beginning reading skills [...]