Date on Master's Thesis/Doctoral Dissertation


Document Type

Doctoral Dissertation

Degree Name

Ph. D.


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


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.