Empowering Teachers with Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices during Third-Grade Reading Instruction

Autor/inn/en	Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia; Flemming, Sarah Cole
Titel	Empowering Teachers with Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices during Third-Grade Reading Instruction
Quelle	In: Journal of Positive Behavior Interventions, 22 (2020) 2, S.78-92 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ennis, Robin Parks) ORCID (Lane, Kathleen Lynne) ORCID (Oakes, Wendy Peia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300719870438
Schlagwörter	Reading Instruction; Grade 3; Behavior Problems; At Risk Students; Learner Engagement; Elementary School Students; Public Schools; Positive Behavior Supports; Suburban Schools; Rating Scales; Interpersonal Competence; Children; Intelligence Tests; Instructional Effectiveness; Elementary School Teachers; Social Skills Improvement System Rating Scales; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Leseunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Public school; Öffentliche Schule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rating-Skala; Interpersonale Kompetenz; Child; Kind; Kinder; Intelligence test; Intelligenztest; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Students with and at-risk for academic and behavioral challenges often have low levels of academic engagement. Providing instructional choice is one way to increase engagement in the classroom. In this study, we replicated and extended previous inquiry by investigating the effects of across-activity choices offered by third-grade teachers during reading instruction to participating students with behavioral (one with internalizing and two with internalizing and externalizing patterns) and academic needs. Using a standardized professional development module, teachers learned to implement instructional choice during reading instruction while collecting direct observation data on a student's academic engagement. Teachers implemented practices with integrity and collected momentary time sampling data for one student in their classroom with high levels of reliability. Results of a withdrawal design indicated a functional relation between the introduction of instructional choice and increases in the academic engagement for the three students. Teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Limitations and future directions are presented. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01