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The Effects of Behavioral Monitoring Programs on Reading Acquisition of Elementary Students with or At-Risk for Emotional or Behavioral Disorder

The Behavior Education Program was implemented with four students at a large
sub-urban elementary school in central Texas. The elementary school has a diverse
population of 750 students and was implementing Tier 1 interventions with 81% fidelity
as measured by the School-wide Evaluation Tool. The BEP was implemented in a
multiple-baseline design. All students’ behavioral improvement was measured through
daily behavior rating scales, office discipline referrals and time sampling data. Academic
engagement was measured through direct observation, DIBELS progress-monitoring and
nine-week grades. Progress on BEP goals was then compared to direct observation data
of on-task behavior and DIBELS data. All three students’ improvement on BEP goals
correlated with an improvement in academic engagement and increased scoring on
DIBELS progress monitoring indicating that progress in the area of behavior is linked to
academic achievement.

Identiferoai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2009-12-7547
Date2009 December 1900
CreatorsMorgan, Stacy W.
ContributorsBurke, Mack
Source SetsTexas A and M University
LanguageEnglish
Detected LanguageEnglish
TypeBook, Thesis, Electronic Thesis, text
Formatapplication/pdf

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