Preliminary Study of the Confined, Collateral, and Combined Effects of Reading and Behavioral Interventions: Evidence for a Transactional Relationship

Abstract

Recent correlational studies provide support for a transactional relationship between reading and behavior problems. A transactional relationship implies that reading problems cause behavior problems, and vice versa. This study took this basic finding and examined its implications for intervention. Specifically, this study employed single-case experimental methods to examine the collateral (e.g., reading intervention improves behavioral performance) confined (e.g., reading intervention improves reading performance) and combined (e.g., reading plus behavioral intervention) effects of reading and behavioral interventions. Preliminary results indicated that both reading and behavioral interventions produced confined, collateral, and combined effects on reading and behavioral outcomes. Although a transactional relationship was demonstrated for the majority of participants, findings indicated that behavior function potentially moderates the effectiveness of the reading intervention to improve behavior, suggesting that a transactional relationship may not be universally true. The implications and limitations of the results, as well as directions for future research are discussed.

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