Examining the effectiveness of implementing Orton-Gillingham reading intervention on student engagement for elementary students with challenging behaviors.

reading instruction;active engagement;challenging behaviors;single subject alternating treatment design

Lauren L. Evanovich

University:University of Louisville

Department:Special Education

关键词: reading instruction;    active engagement;    challenging behaviors;    single subject alternating treatment design;   

Others  :  https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=3380&context=etd

美国|英语

来源: The Universite of Louisville's Institutional Repository

【 摘 要 】

Providing support to students with challenging behaviors is a critical focus of classroom teachers’ success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this dissertation is on the effects of implementation of Orton-Gillingham Reading intervention strategies on active engagement for students with challenging behaviors. This study is a single-subject alternating treatments design across 3 elementary school classrooms, that examined the effects of increasing the rate of teachers’ positive feedback and OTRs on students’ engagement as measured direct observations for students identified with challenging behaviors. Dissertation study methods, results, future directions and recommendations are provided.