Typical Reading Instructional Practices Provided to Students With Emotional and Behavioral Disorders in a Residential and Day Treatment Setting: A Mixed Methods Study

Abstract

The current study investigated the typical reading practices provided to students with emotional and behavioral disorders (EBD) at a residential and day treatment setting in the Northeast. Observations of reading instruction and teacher interviews were completed over the course of the 2013 to 2014 school year. The majority of students in observed reading groups were in the early elementary grades. Study findings include a considerable amount of lost instructional time due to problem behaviors and task transitions. Reading comprehension instruction and time spent reading text were observed infrequently. Fluency practice and phonological awareness activities were not observed. This study highlights the need for additional reading intervention studies for students with EBD and continued efforts to disseminate information on effective practices to educators who work with students that have pervasive behavioral difficulties. Teacher interviews revealed the need for strong models of professional development, coaching, and the provision of resources for implementation.

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