NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1001632
Record Type: Journal
Publication Date: 2012-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-0198-7429
Improving Behavior by Using Multicomponent Self-Monitoring within a Targeted Reading Intervention
Bruhn, Allison; Watt, Sarah
Behavioral Disorders, v38 n1 p3-17 Nov 2012
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. (Contains 3 tables and 2 figures.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A