Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders-Reference-Cited by-同舟云学术

Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

Published:2020-01-19 Issue:1 Volume:29 Page:6-17
ISSN:1074-2956
Container-title:Beyond Behavior
language:en
Short-container-title:Beyond Behavior

Author:

Garwood Justin D.¹,McKenna John W.²,Ciullo Stephen³

Affiliation:

1. The University of Vermont, Burlington, USA

2. University of Massachusetts–Lowell, USA

3. Texas State University, San Marcos, USA

Abstract

Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/1074295619900380

Reference17 articles.

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1. The relation between reading and externalizing behavior: a correlational meta-analysis;Annals of Dyslexia;2024-06-29

2. Engagement as an Alternative to Noncompliance Measurement: Promoting Validity, Accuracy, and Student Outcomes;Beyond Behavior;2024-05-24

3. Working Conditions and Special Educators’ Reading Instruction for Students With Emotional and Behavioral Disorders;Exceptional Children;2021-03-17

4. A systematic review of intervention studies for young children with emotional and behavioral disorders: identifying the research base;Journal of Research in Special Educational Needs;2021-03-06

5. Reading Instruction for Students with and At Risk for Emotional and Behavioral Disorders: A Synthesis of Observation Research;Journal of Behavioral Education;2021-01-06