Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Effects of Self-Graphing on Oral Reading Fluency for a Student with E/BD within an Alternative Education School

  • Sara C. McDaniel (Author) University of Alabama image/svg+xml
    Dr. Sara C. McDaniel is an Assistant Professor at the University of Alabama in the Department of Special Education and Multiple Abilities. Sara is a former classroom teacher whose research areas include secondary tier PBIS, interventions for alternative school settings, and supports for students with academic deficits and challenging behavior.
  • Kristine Jolivette (Author) Georgia State University image/svg+xml
    Dr. Kristine Jolivette is an Associate Professor at Georgia State University in the Department of Educational Psychology and Special Education. Her research interests include children and youth with emotional and behavioral disorders, positive behavioral interventions and supports across the tiers, proactive and preventative interventions for use with youth in alternative and juvenile justice settings.
  • Robin Parks Ennis (Author) Georgia State University
    Ms. Robin P. Ennis, M.Ed., BCBC, is a doctoral student and clinical instruction in the Department of Educational Psychology and Special Education at Georgia State University. Her interests include three-tiered models of positive behavioral interventions and supports and learning strategies for students with and at-risk for emotional and behavioral disorders.
DOI
https://doi.org/10.64546/jaasep.210
Abstract
Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom. Despite this, there is a paucity of research on reading interventions for students with E/BD. Recent researchers have demonstrated positive effects when pairing simple interventions to comprehensive reading programs. This study extends the literature base by building upon the tiered supports provided to a student with E/BD in a self-contained alternative education school and evaluating the effects of adding self-graphing before and self-graphing after reading multiple passages on oral reading fluency. Social validity and intrinsic motivation also were assessed with implications for practice and future directions discussed.
Keywords
Self Contained Classrooms, Special Education, Intervention, Student Behavior, Males, Emotional Disturbances
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There are 34 references in total.
How to Cite
McDaniel, S. C., Jolivette, K., & Ennis, R. P. (2013). The Effects of Self-Graphing on Oral Reading Fluency for a Student with E/BD within an Alternative Education School. Journal of the American Academy of Special Education Professionals, 8(2), 69-82. https://doi.org/10.64546/jaasep.210

Spring/Summer 2013

Article Information

  • Article Type Articles
  • Submitted May 9, 2013
  • Published June 15, 2013
  • Issue Spring/Summer 2013
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