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ABSTRACT:
Many researchers have documented the interrelatedness of reading and behavior (McIntosh, Sadler, & Brown, 2012). Thus, research examining the best way to intervene with students who exhibit problems in both skill sets is merited. Recently, taking an integrated approach to reading and behavioral intervention has been suggested (Mooney, Ryan, Uhing, Reid, & Epstein, 2005; Stewart, Benner, Martella, & Marchand-Martella, 2007). In this study, we examined the effects of integrating a multicomponent self-monitoring intervention into a targeted reading classroom. Specifically, we used an ABAB withdrawal design (Kennedy, 2005) to determine the presence of a functional relation between a multicomponent self-monitoring intervention and the academic engagement and disruptive behavior of two middle school girls with reading and behavioral problems. Limitations as well as implications for research and practice are included.
Currently, an emphasis is being placed on educational programming that focuses on the link between academic and behavior problems (e.g., Mcintosh, Sadler, & Brown, 2012; Nelson, Benner, Lane, & Smith, 2004; Stewart, Benner, Martella, & Marchand-Martel la, 2007). This link is frequently cited in the discussion of students with and at risk for emotional and behavioral disorders (EBD), who often struggle academically, particularly in the area of reading (AI Otaiba & Fuchs, 2002; Nelson, Benner, & Gonzales, 2003; Wehby, Falk, Barton-Arwood, Lane, & Cooley, 2003). Researchers have shown that the relation between reading and behavior becomes stronger as students advance through school (Fleming, Harachi, Cortes, Abbott, & Catalano, 2004). In addition, students who exhibit both reading and behavioral problems make significantly less reading progress over time than their peers with either a single risk factor (reading or behavior) or no risk factors (Kamps et al., 2003).
Given that students with reading and behavioral problems make less progress than their peers and experience poor school outcomes (e.g., course failures, high dropout rates, high retention rates; Gunter, Coutinho, & Cade, 2002), there is a need to better understand how to best intervene with these students who have complex needs. For some students with both behavioral and reading problems, receiving literacy instruction without behavioral support is not sufficient (Lane et al., 2002). These students need additional behavioral support to help access academic instruction. Preliminary investigations have indicated that integrated models of reading and behavior intervention are more effective...