Effects of Matching Instruction Difficulty to Reading Level for Students With Escape-Maintained Problem Behavior

Abstract

The effects of a literacy intervention matching student skill level with academic performance demands were examined through a multiple baseline across participants design. The dual dependent variables were problem behavior and academic engagement. Four students in Grades 2 or 3 who exhibited low academic performance and problem behavior during reading instruction participated. Functional behavioral assessment and oral reading fluency assessment indicated that each of the students (a) was at risk for reading difficulties and read at the frustration level in text used for reading instruction and (b) had escape-maintained problem behavior during instruction sessions. A nonconcurrent multiple baseline design across students was used to assess the effects of matching reading instructional level (e.g., reducing the aversive level of instruction) on academic engagement and problem behavior. Matching the reading instructional level to the skill level of the students was associated with academic engagement increases and problem behavior decreases for three of the students. The fourth student demonstrated improvement during baseline that made effects of the intervention difficult to assess. Conceptual implications and suggestions for integrating behavioral and academic supports are explored.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 25 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.