Differentiating Academic Behaviors from Academic Skills to Inform Interventions

Autor/inn/en	Preast, June L.; Taylor, Crystal N.; Brann, Kristy L.; Aguilar, Lisa N.; Kilgus, Stephen P.; Burns, Matthew K.
Titel	Differentiating Academic Behaviors from Academic Skills to Inform Interventions
Quelle	In: Journal of Applied School Psychology, 39 (2023) 3, S.218-243 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Preast, June L.) ORCID (Taylor, Crystal N.) ORCID (Brann, Kristy L.) ORCID (Aguilar, Lisa N.) ORCID (Kilgus, Stephen P.) ORCID (Burns, Matthew K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2022.2124571
Schlagwörter	Multi Tiered Systems of Support; Response to Intervention; Reading Instruction; Reading Tests; Curriculum Based Assessment; Screening Tests; Social Behavior; Elementary School Students; Reading Improvement; Instructional Effectiveness; Behavior Change + Suchen Sie Ihr Suchwort? Leseunterricht; Lesetest; Screening-Verfahren; Social behaviour; Soziales Verhalten; Unterrichtserfolg
Abstract	The purpose of this study was to examine: (1) the effect of a reading intervention based on reading need compared to a mismatched behavior intervention; and (2) the effect of an academic behavior intervention based on behavior need in comparison to a mismatched reading intervention. Six students took part in the multiple baseline study. Half of the students were selected based on their reading screening scores (CBM-R), and half were selected based on their behavior screening scores (SAEBRS). Interventions were provided in a contraindicated fashion. Providing mismatched intervention did not lead to improvements, but the matched interventions increased positive outcomes. Results indicate that additional brief problem analysis is warranted when planning interventions. Limitations and suggestions for future research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01