Responding in the Red Zone: Scientifically-Based Reading Instruction for Students with Significant Behavioral Challenges Louisiana PBS Conference Sessions 5A

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Responding in the Red Zone Scientifically-Based
Reading Instruction for Students with
Significant Behavioral ChallengesLouisiana PBS
ConferenceSessions 5A 5B

• Gregory J. Benner, Ph.D.
• Associate Professor
• University of Washington, Tacoma
• Email gbenner_at_u.washington.edu
• Telephone [phone]
• Fax [phone]

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Big Picture Objectives

• The link between behavior and academic
  achievement
• Short chronicle of what we have learned
• What works to improve the responsiveness of
  students in the red zone to reading intervention
• Six keys to improved responsiveness

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Potential Relationships
Achievement
Problem Behavior
Achievement
Problem Behavior
Achievement
Problem Behavior
Problem Behavior
Achievement
Hinshaw, S.P. (1992). Psychological Bulletin
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Risk Factors Why the relationships Birth
Lifespan
School Outcomes
Adult Outcomes
Poor Academic Vocational Outcomes

• Child Factors
• Pre-natal, Natal, Post-Natal
• Early Externalizing Behavior Pattern
• Early Internalizing Behavior Pattern
• Childhood Maladjustment
• Childhood Maltreatment

Academic Competence Problems
Family Factors Antisocial Psychiatric Family
History Socioeconomic Status Family
Functioning Maternal Depression Family Structure
Classroom Deportment Problems
Chronic Social Problems
Risk Factors for Academic and Behavioral Problems
at the Beginning of School (http//www.nimh.nih.go
v)
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Coercion Theory (Patterson, 1982 1995)
Children become aware that if they continue to
misbehave or respond to the parents coercive
behavior with severe disruptive behavior they can
shape parental (or teacher therapists) behavior
for their own benefit.
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The relationship between problem behavior and
language

• Benner, Nelson, Epstein (2002). Journal of
  Emotional and Behavioral Disorders.
• Nelson, Benner, Cheney (2005). Journal of
  Special Education

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Effect Size Difference in Total Language
ED Population
General Population
ES1.2
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Regression Analyses for Externalizing and
Internalizing Type Behaviors
Initial Entry ___________________________________ Initial Entry ___________________________________ Initial Entry ___________________________________ Initial Entry ___________________________________ Entry in Last Position __________________________ Entry in Last Position __________________________ Entry in Last Position __________________________
Construct __________ df _______ Simple R ________ F _______ p _______ R2 Increment ________ F Change _______ p _______
Total Language Total Language Total Language Total Language Total Language Total Language Total Language
Age of Onset 1 .01 0.01 .909
Externalizing 4 .31 4.01 .004 .12 6.58 .000
Internalizing 9 .12 0.39 .887 .04 1.22 .305
Expressive Language Expressive Language Expressive Language Expressive Language Expressive Language Expressive Language Expressive Language
Age of Onset 1 .07 0.77 .988
Externalizing 4 .30 3.81 .006 .09 5.01 .002
Internalizing 9 .14 0.47 .832 .02 0.65 .659
Receptive Language Receptive Language Receptive Language Receptive Language Receptive Language Receptive Language Receptive Language
Age of Onset 1 .05 0.34 .560
Externalizing 4 .28 3.17 .016 .10 5.73 .001
Internalizing 9 .14 0.53 .788 .05 1.55 .178
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The relationship between problem behavior and
reading

• Nelson, Benner, Lane, Smith (2005). Exceptional
  Children

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Effect Size Difference in Broad Reading
ED Population
General Population
ES0.95
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Regression Analyses for Externalizing and
Internalizing Type Behaviors
Initial Entry __________________________________ Initial Entry __________________________________ Initial Entry __________________________________ Initial Entry __________________________________ Entry in Last Position __________________________ Entry in Last Position __________________________ Entry in Last Position __________________________
Construct __________ df _______ Simple R _______ F _______ p _______ R2 Increment ________ F Change _______ p _____
Broad Reading Broad Reading Broad Reading Broad Reading Broad Reading Broad Reading Broad Reading
Age of Onset 1 .05 .41 .525
Externalizing 4 .35 6.97 .000 .24 7.74 .000
Internalizing 9 .12 0.48 .790 .03 1.21 .303
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Treatment nonresponders Another way to look at
the behavior reading linkage

• Nelson, Benner, Gonzalez (2003). Learning
  Disabilities Research Practice

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Leaner Characteristic Associated with Literacy
Outcomes
Most Influential
Rapid Naming/Serial Processing ES .46
Behavior ES .40
Literacy Outcomes
Phonological ES .39
Memory ES .30
IQ ES .28
Least Influential
Demographic ES -.01
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What Moderates the problem behavior reading
linkage?

• (Benner, Nelson, Allor, Mooney, Dai, 2008).
  Journal of Behavioral Education.
• (Benner, Allor, Mooney, in press). Education
  and Treatment of Children.
• (Nelson, Benner, Neill, 2006). Journal of
  Emotional and Behavioral Disorders.

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Pathway Analysis (Nelson, Benner, Neill, 2006)
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Reading RTI Model and Students with Significant
Behavior Problems

• Tend to be less responsive to behavioral and
  academic interventions
• Students with EBD may have comorbid
• Dyslexia
• VIQ gt 90
• Phonological Processing delay
• Language Learning Disability
• VIQ lt 90
• Language difficulties in early childhood
• Comorbid ADD/H

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Important Ideas!

• There is a small relationship between
  externalizing behavior and academic achievement
  and language
• Students with in the behavioral red zone need
  very high quality explicit instruction
• Instruction of reading skills should emphasize
  achieving fluency (regardless of grade level)
• Students with the red zone could have dyslexia or
  language-based learning disabilities that limit
  responsiveness.

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Improving Responsiveness to Reading Intervention

• Six components give us the highest probability of
  improved responsiveness to instruction.
• The primary role of supplemental instruction is
  to increase access to core instruction programs
  by teaching high priority skills and concepts

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Component 1 Clear Understanding of Literacy Needs

• In-depth information about students skills and
  instructional needs
• help to pinpoint specific areas of reading that
  are at grade level
• Begin with the most foundational reading skill in
  need of improvement

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Component 2 Target High Priority Reading Skills

• Example of high priority pre-reading and
  beginning reading skills and concepts

Pre-Reading Beginning Reading
Print awareness Alphabet knowledge Phonemic awareness Rapid automatic naming Letter-sounds Decodable words and text Sight words Word families Mapping of sounds to print (spelling) Prefixes and suffixes
Focus on Fluency or Automaticity Focus on Fluency or Automaticity
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Component 3 Well Designed Supplemental
Instruction

• High priority skills and concepts are organized
  into a sequential scope and sequence
• Progress systematically from prerequisite and
  easy skills and concepts to more complex ones
• Integrate skills and concepts within and across
  lessons to facilitate mastery
• Incorporate a mastery to fluency instruction
  sequence

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Instructional Design and Delivery ExampleMastery
to Fluency
a A m M a A m M a A m M
a M m A a
M A a m A
A M A m m
a m M a M
s S s S s S
s s m A a
M S s m S
A S A s m
a s M a s
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a A m M a A m M a A m M
a M m A a
M A a m A
A M A m m
a m M a M
s S s S s S
s s m A a
M S s m S
A S A s m
a s M a s
c C c C c C
t c C s m
M a c S c
T c C t S
c m C t T
t T t T t T
S a m t t
s a m T t
M A T a S
a m t t M
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a M T A S
5 S a m M T
10 T a c M T
15 m M c C A
20 T t a M S
25 a m S S T
30 A M s S T
35 t a s S C
40 a M S S T
45 t S a A m
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Where do I find Scientifically-Based Reading
Interventions?

• OSPI Materials Review Report 4th-12th grades
• Florida Center for Reading Research
• What Works Clearinghouse
• Oregon Reading First
• Promising Practices that Work

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Component 4 Explicit Delivery of Supplementary
Instruction

• Accountability and group alerting procedures
• Effective error correction
• Effect student questioning procedures

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How Much Does Fidelity to Explicit Instruction
Matter?

• 281 middle school students
• Screening criteria (conducted spring prior to
  intervention year)
• Median DIBELS ORF score fell in the at-risk
  category participated 5th (lt103), 6th (lt104),
  7th (lt125), and 8th (lt125).
• Corrective Reading Decoding Placement Test
• Ensure that the Corrective Reading Decoding
  strand was appropriate for addressing their word
  reading skill problems
• Establish homogenous groups and place students in
  the appropriate level (B1, B2, or C)
• Reference Benner, G. J., Nelson, J. R., Stage,
  S. A., Ralston, N. C. (2008). Fidelity of
  Implementation Influence on the Effects of a
  Reading Intervention for Middle School Students
  Experiencing Reading Difficulties. Manuscript in
  Progress.

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School Demographics

• School 1 Rural, 75 participants
• Enrollment 222
• 53 free/reduced, 14 special education services
• Ethnic breakdowns 51 Caucasian, 46 American
  Indian/Alaskan Native, 3 Hispanic, 1 African
  American.
• School 2 Rural, 63 participants
• Enrollment 250
• 60 free or reduced, 12 special education
  services, 10 ELL
• Ethnic breakdowns 58 Caucasian, 24 Hispanic,
  14 American Indian/Alaskan Native, 2 Asian
  American, 1 African American.
• School 3 Urban, 143 participants
• Enrollment 585
• 59 free or reduced lunch, 14 special education
  services, 3 ELL
• Ethnic breakdowns 55 Caucasian, 23 African
  American, 15 Hispanic, 5 Asian American, 3
  American Indian/Alaskan Native.

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CR Intervention Levels

• Tier IV
• B1 (65 Lessons) then B2 (65 Lessons)
• Tier III
• B2 (65 Lessons) then C (125 Lessons)
• Tier II
• C (125 Lessons)

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Participating Teachers

• School 1 (Rural)
• 3 general education teachers
• Mean years of teaching experience was 6.0 (SD
  3.6 Range 2 to 9).
• Mean years teaching reading 3.7 (SD 2.9
  Range 2 to 7).
• School 2 (Rural)
• Two instructional specialists, 2
  paraprofessionals
• Mean years of teaching or educational (in the
  case of the paraprofessionals) experience was
  14.0 (SD 5.0 Range 8 to 20).
• Mean years teaching reading 10.8 (SD 8.1
  Range 3 to 20).
• School 3 (urban)
• 11 general education teachers, 2 special
  education teachers, 1 instructional specialist
• Mean years of teaching experience 10.6 (SD
  9.0 Range 2 to 34).
• Mean years teaching reading 4.6 (SD 6.2
  Range 0 to 16).

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Table 1

Effects of the Corrective Reading Decoding
Program on the Reading Skills of Students


Fall

Spring




Baseline

Post
-
Intervention

Change

t
(1,280)

_____________

_____________

_____________

_____________

Measure

X

SD

X

SD

X

SD


_____________

______

_____

______

_____

______

_____









B
RS

90.07

8.4
8

93.99

9.65

3.92

4.60

12.87









PC

87.50

8.75

91.87

9.11

4.36

7.57

8.71



Note
.
BRS Basic Reading Skills cluster. PC Pa
p

lt .001
.

ssage Comprehension subtest.
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Component 5 Mastery and General Outcome Progress
Monitoring

• Ongoing progress monitoring
• General outcome
• Measures skills being taught over the entire year
• Relevant for short- and long-term goals
• Provides a measure of growth over an extended
  period of time
• Standardized administration and scoring
• Specific skills (mastery measurement)
• Measures a narrow band of skills being taught
• Most relevant for short-term goals
• Typically used with children with more
  significant learning problems
• Provides a measure of growth over a short
  specified period of time

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BAM-III
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Component 6 Manage Behavior During Instruction

• Supplemental instruction is integrated with
  behavioral interventions
• Implemented with fidelity
• Approaches
• PBS
• Self-management
• Student-Teacher Learning Game
• Think Time
• (Benner, in press). Journal of Direct
  Instruction.
• (Benner, Kinder, Beaudoin, Stein, Hirschmann,
  2005). Journal of Direct Instruction.

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Example Expectations Large and Small Group

• Demonstrate learner position Students backs are
  against the back of the chair, feet are on the
  floor in front of the chair, and hands are
  together on desk/lap.
• Look at the focus of instruction Students eyes
  are on the instructional materials, teacher, or
  peer.
• Answer on signal Students start and stop on
  teacher signal (group and individual).
• Responses are teacher-initiated and subject
  focused Students responses are only
  teacher-initiated and subject focused.
• Use classroom voice Students use six-inch
  voices.

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Book

• Nelson, J. R., Benner, G. J., Mooney, P.
  (2008). Instructional practices for students with
  behavioral disorders Strategies for reading,
  writing, and math. New York Gilford Press.