Instructional Level and Engagement in Students with Behavioral Disorders

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  • Author(s): Carr, Chelsea E. (ORCID Carr, Chelsea E. (ORCID 0000-0002-1609-4262); Umbreit, John; Hartzell, Rebecca
  • Language:
    English
  • Source:
    Behavioral Disorders. Aug 2022 47(4):236-244.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      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: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      9
    • Sponsoring Agency:
      Office of Special Education Programs (OSEP) (ED/OSERS)
    • Contract Number:
      H325D160006
    • Education Level:
      Elementary Education
      Early Childhood Education
      Grade 3
      Primary Education
      Grade 4
      Intermediate Grades
      Grade 6
      Middle Schools
    • Subject Terms:
      Difficulty Level; Behavior Disorders; Emotional Disturbances; Time on Task; Student Behavior; Reading Materials; Child Behavior; Reading Instruction; Elementary School Students; Grade 3; Grade 4; Grade 6
    • Subject Terms:
      Behavior Assessment System for Children
    • Accession Number:
      10.1177/01987429211050014
    • ISSN:
      0198-7429
      2163-5307
    • Abstract:
      This study examined the effects of adjusting the difficulty level of instructional materials on the on-task time and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their instructional, frustration, and independent levels to assess the effect on time on-task and comprehension. All four students demonstrated the highest percentage of on-task behavior when presented with reading materials at their instructional level. Comprehension scores were highest for all four students at the independent level and lowest at the frustration level.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1343661