Gettinger Maribeth, Kratochwill Thomas R, Eubanks Abigail, Foy Alison, Levin Joel R
Wisconsin Center for Education Research, University of Wisconsin-Madison, USA.
Wisconsin Center for Education Research, University of Wisconsin-Madison, USA.
J Sch Psychol. 2021 Dec;89:1-19. doi: 10.1016/j.jsp.2021.09.004. Epub 2021 Oct 2.
In current multi-tier models, students who are not responsive to universal instruction receive supplementary support. Despite most students having co-occurring academic and behavior challenges, their needs are often addressed through separate academic or behavior interventions. This approach may not only be costly for schools, but it also fails to acknowledge the well-documented link between behavior and academic performance. The purpose of this study was to evaluate Academic and Behavior Combined Support (ABC Support), a newly developed supplemental intervention that merges a combined focus on reading fluency and engagement. Six teachers implemented the intervention for 6-8 weeks with Grade 2 students. Students' oral fluency on standard and training reading passages and occurrence of engagement and disruptive behaviors during classroom reading instruction were measured repeatedly across baseline and intervention phases in a multiple-baseline design. Visual and statistical analyses revealed significant improvement from baseline to intervention for both reading and behavior outcomes. Post-intervention surveys and interviews revealed a high level of acceptability among teachers and students. Theoretical and empirical contributions as well as practice implications are addressed.
在当前的多层次模式中，对通用教学无反应的学生可获得补充支持。尽管大多数学生同时面临学业和行为方面的挑战，但他们的需求往往通过单独的学业或行为干预来解决。这种方法不仅对学校成本高昂，而且未能认识到行为与学业成绩之间有充分记录的联系。本研究的目的是评估学术与行为综合支持（ABC支持），这是一种新开发的补充干预措施，它将重点合并在阅读流畅性和参与度上。六位教师对二年级学生实施了为期6至8周的干预。在多基线设计中，在基线和干预阶段反复测量学生在标准阅读段落和训练阅读段落上的口语流畅性，以及课堂阅读教学期间的参与度和破坏性行为的发生情况。视觉和统计分析表明，从基线到干预阶段，阅读和行为结果均有显著改善。干预后的调查和访谈显示，教师和学生对该干预的接受度很高。本文还探讨了理论和实证贡献以及实践意义。
