Demonstration of Combined Efforts in School-Wide Academic and Behavioral Systems and Incidence of Reading and Behavior Challenges in Early Elementary Grades
Demonstration of Combined Efforts in School-Wide Academic and Behavioral Systems and Incidence of Reading and Behavior Challenges in Early Elementary Grades
复制标题
展示全校学术和行为系统的共同努力以及小学早期阅读和行为挑战的发生率
DOI：
10.1177/10983007060080030301
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发表时间：
2006
影响因子：
2.1
通讯作者：
R. Horner
中科院分区：
文献类型：
--
作者：
K. McIntosh;D. Chard;J. B. Boland;R. Horner
本研究提供了一个学区 K-3 年级学生的办公室纪律转介率和开始阅读技能的描述性数据，该学区正在实施阅读和行为支持三级预防模式。根据筛选措施，为该学区的学生提供连续的阅读和/或行为支持，这些筛选措施表明对普遍、有针对性和强化支持的反应。由于两个系统中有许多共享的关键功能，这种组合方法可能会更成功。结果记录了需要额外阅读和/或行为支持的学生的积极成果（与全国数据相比），并报告了未来实验分析的建议。
This study provides descriptive data on the rates of office discipline referrals and beginning reading skills for students in grades K—3 for one school district that is implementing a three-tier prevention model for both reading and behavior support. Students in the district are provided a continuum of reading and/or behavioral support based on screening measures that indicate response to universal, targeted, and intensive support. This combined approach may be more successful due to the number of shared critical features in both systems. Results document positive outcomes in prevalence of students needing additional reading and/or behavior support (in comparison to national figures) and are reported with recommendations for future experimental analyses.