دورية أكاديمية
Differentiating Academic Behaviors from Academic Skills to Inform Interventions
| العنوان: | Differentiating Academic Behaviors from Academic Skills to Inform Interventions |
|---|---|
| اللغة: | English |
| المؤلفون: | Preast, June L. (ORCID |
| المصدر: | Journal of Applied School Psychology. 2023 39(3):218-243. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 26 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| الواصفات: | Multi Tiered Systems of Support, Response to Intervention, Reading Instruction, Reading Tests, Curriculum Based Assessment, Screening Tests, Social Behavior, Elementary School Students, Reading Improvement, Instructional Effectiveness, Behavior Change |
| DOI: | 10.1080/15377903.2022.2124571 |
| تدمد: | 1537-7903 1537-7911 |
| مستخلص: | The purpose of this study was to examine: (1) the effect of a reading intervention based on reading need compared to a mismatched behavior intervention; and (2) the effect of an academic behavior intervention based on behavior need in comparison to a mismatched reading intervention. Six students took part in the multiple baseline study. Half of the students were selected based on their reading screening scores (CBM-R), and half were selected based on their behavior screening scores (SAEBRS). Interventions were provided in a contraindicated fashion. Providing mismatched intervention did not lead to improvements, but the matched interventions increased positive outcomes. Results indicate that additional brief problem analysis is warranted when planning interventions. Limitations and suggestions for future research are provided. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الانضمام: | EJ1393236 |
| قاعدة البيانات: | ERIC |
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