Date on Master's Thesis/Doctoral Dissertation
5-2016
Document Type
Doctoral Dissertation
Degree Name
Ph. D.
Department
Special Education
Degree Program
Curriculum and Instruction, PhD
Committee Chair
Scott, Terrance
Committee Co-Chair (if applicable)
Lingo, Amy
Committee Member
Lingo, Amy
Committee Member
Cooper, Justin
Committee Member
Shuck, Bradley
Author's Keywords
reading instruction; active engagement; challenging behaviors; single subject alternating treatment design
Abstract
Providing support to students with challenging behaviors is a critical focus of classroom teachers’ success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this dissertation is on the effects of implementation of Orton-Gillingham Reading intervention strategies on active engagement for students with challenging behaviors. This study is a single-subject alternating treatments design across 3 elementary school classrooms, that examined the effects of increasing the rate of teachers’ positive feedback and OTRs on students’ engagement as measured direct observations for students identified with challenging behaviors. Dissertation study methods, results, future directions and recommendations are provided.
Recommended Citation
Evanovich, Lauren L., "Examining the effectiveness of implementing Orton-Gillingham reading intervention on student engagement for elementary students with challenging behaviors." (2016). Electronic Theses and Dissertations. Paper 2469.
https://doi.org/10.18297/etd/2469
