Improving Behavior by Using Multicomponent Self-Monitoring within a Targeted Reading Intervention

Abstract

Many researchers have documented the interrelatedness of reading and behavior (McIntosh, Sadler, & Brown, 2012). Thus, research examining the best way to intervene with students who exhibit problems in both skill sets is merited. Recently, taking an integrated approach to reading and behavioral intervention has been suggested (Mooney, Ryan, Uhing, Reid, & Epstein, 2005; Stewart, Benner, Martella, & Marchand-Martella, 2007). In this study, we examined the effects of integrating a multicomponent self-monitoring intervention into a targeted reading classroom. Specifically, we used an ABAB withdrawal design (Kennedy, 2005) to determine the presence of a functional relation between a multicomponent self-monitoring intervention and the academic engagement and disruptive behavior of two middle school girls with reading and behavioral problems. Limitations as well as implications for research and practice are included.

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