Responding in the Red Zone: Scientifically-Based Reading Instruction for Students with

Significant Behavioral Challenges

Louisiana PBS ConferenceSessions 5A & 5B

Gregory J. Benner, Ph.D.Associate Professor

University of Washington, TacomaEmail: gbenner@u.washington.edu

Telephone: (253) 692-4621Fax: (253) 692-5612

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

Potential Relationships

AchievementProblem Behavior

AchievementProblem Behavior

AchievementProblem Behavior

AchievementProblem Behavior

Hinshaw, S.P. (1992). Psychological Bulletin

Child FactorsPre-natal, Natal, Post-NatalEarly Externalizing Behavior PatternEarly Internalizing Behavior PatternChildhood Maladjustment Childhood Maltreatment

School Outcomes

Risk Factors: Why the relationships Birth & Lifespan

Adult Outcomes

Risk Factors for Academic and Behavioral Problems at the Beginning of School (http://www.nimh.nih.gov)

Family FactorsAntisocial & Psychiatric Family HistorySocioeconomic StatusFamily FunctioningMaternal Depression Family Structure

AcademicCompetence

Problems

ClassroomDeportment

Problems

Poor Academic

& Vocational Outcomes

ChronicSocial

Problems

Coercion Theory (Patterson, 1982; 1995)

ProblemBehavior

Threat of Consequence

Calm

SurrenderThreat of Consequence

Non-Compliance

DefianceChild

Parent, Teacher, or Therapist

Children become aware that if they continue to misbehave or respond to the parent’s coercive behavior with severe disruptive behavior they can shape parental (or teacher & therapists) behavior for their own benefit.

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

Effect Size Difference in Total Language

ED Population General Population

ES=1.2

Initial Entry___________________________________

Entry in Last Position__________________________

Construct__________

df_______

Simple R________

F_______

p_______

R2 Increment________

F Change_______

p_______

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

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

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

Regression Analyses for Externalizing and Internalizing Type Behaviors

The relationship between problem

behavior and reading

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

Effect Size Difference in Broad Reading

ED Population General Population

ES=0.95

Initial Entry__________________________________

Entry in Last Position__________________________

Construct__________

df_______

Simple R_______

F_______

p_______

R2 Increment________

F Change_______

p_____

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

Regression Analyses for Externalizing and Internalizing Type Behaviors

Treatment nonresponders: Another way to look at the

behavior reading linkage

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

Rapid Naming/Serial ProcessingES: .46

Rapid Naming/Serial ProcessingES: .46

BehaviorES: .40

BehaviorES: .40

MemoryES: .30

MemoryES: .30

IQES: .28

IQES: .28

PhonologicalES: .39

PhonologicalES: .39

Most Influential

Least Influential Demographic

ES: -.01

DemographicES: -.01

LiteracyOutcomes

Leaner Characteristic Associated with Literacy Outcomes

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.

Pathway Analysis (Nelson, Benner, & Neill, 2006)

Language

Behavior

Academic Fluency

Academic Skills

-0.21

0.67

0.26

-0.21

0.81

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 > 90 Phonological Processing delay

Language Learning Disability* VIQ < 90 Language difficulties in early childhood Comorbid ADD/H

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.

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

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

Component 2: Target High Priority Reading Skills Example of high priority pre-reading and beginning reading skills

and concepts

Pre-Reading Beginning Reading

Print awarenessAlphabet knowledgePhonemic awarenessRapid automatic naming

Letter-soundsDecodable words and textSight wordsWord familiesMapping of sounds to print (spelling)

Prefixes and suffixes

Focus on Fluency or Automaticity

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

26

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 m A a

M S s m S

A S A s m

a s M a s

Instructional Design and Delivery ExampleMastery to Fluency

27

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 m A a

M S s m S

A S A s m

a s M a s

t T

S a m t t

s a m T t

M A T a S

a m t t M

c C

t c C s m

M a c S c

T c C t S

c m C t T

28

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

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

Component 4: Explicit Delivery of Supplementary Instruction

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

Model “My Turn …” Teacher Lead “Do it with

me …” Teacher and

Student Test “Your turn

…” Student

PROJECT BERS READING PROGRAM FIDELITY CHECKLIST

Each of the following five points are emphasized in the reading programs used in Project BERS. Under each point is a more detailed explanation of what will be evaluated. Each blank will be used as a general guideline for program implementation during each lesson. The boxes to the right of each of the five points will be used to rate performance from 0-5 (0 = does not cover point at all during the lesson to 5 = covers point well during the lesson).

1. Teacher follows format outlined by reading program. Teacher follows the script and deviates when appropriate. ______ Teacher uses individual and whole class (overt) responses at appropriate

times during the lesson. _____ Teacher uses pause/punch to emphasize new or important words,

phrases, concepts, and/or directions. ______ Teacher uses proper amount of think time (5-6 s) before requiring

students to respond. ______

2. Teacher often uses specific praise statements and provides immediate feedback.

Example: “Good job reading the directions as instructed, Sally.”

3. Teacher monitors student responses frequently during the lesson. Teacher walks around and monitors individual student answers while

performing the lesson. ______

4. Teacher re-teaches either part or all of a lesson(s) when needed and provides alternative or additional explanation(s) when needed.

Teacher uses modeling and guided practice to promote student understanding. ______

Teacher re-teaches when students are not responding accurately or are having trouble understanding a skill/concept. _______

5. Teacher uses proper error correction procedures established by reading

program. Teacher models correct response and has students repeat task when

error correcting. ______

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 (<103), 6th (<104), 7th (<125), and 8th (<125).

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.

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.

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)

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).

School 3 (14 Teachers)Fidelity and Gain

0%10%20%30%40%50%60%70%80%90%

100%

0 1 2 3 4 5 6 7 8

Broad Reading Gain

Fid

elit

y P

erce

nta

ge

School 2 (3 Teachers)Fidelity and Gain

0%10%

20%30%40%50%

60%70%80%

90%100%

0 1 2 3 4 5 6 7 8 9 10 11 12

Broad Reading Gain

Fide

lity

Per

cent

age

Table 1

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

Fall Baseline

_____________

Spring Post-Intervention _____________

Change

_____________

t(1,280)

_____________ Measure _____________

X ______

SD _____

X ______

SD _____

X ______

SD _____

BRS

90.07

8.48

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 = Passage Comprehension subtest. * p < .001.

Table 2.

Means for Overall Fidelity of implementation and Five Teacher Action Scores

Average Effect _________________________

BRS ___________

PC ___________

Teacher Action/Overall ___________________________________

X ____

SD ____

SS _____

SE ____

SS _____

SE ___

Follows the lesson format

4.26

0.64

2.65**

0.97

3.34**

0.91

Uses specific praise statements and feedback

3.45

1.13

0.74

0.55

1.11

0.52

Monitors student responses

4.09

0.96

0.79

0.66

1.42

0.62

Re-teaches when needed

3.67

1.04

3.08***

0.61

2.48**

0.58

Uses established error correction procedures

3.09

1.29

2.14**

0.51

0.69

0.49

Overall

18.58

3.96

12.36**

4.04

12.80**

3.83

Note. BRS = Basic Reading Skills cluster. PC = Passage Comprehension subtest. SS =

Standardized Standard Score. SE = Standard Error

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

BAM-IIIDate

ORF Progress

AimlineChange Lines

9/24/2007 30 30

10/1/2007 31

10/8/2007 32

10/15/2007 31

10/22/2007 35

10/29/2007 36

11/5/2007

11/12/2007

11/19/2007

11/26/2007

12/3/2007

12/10/2007

12/17/2007 50

R.O.I. 1.00

PrintingSet Up GraphEntering DataSaving the File

Oral Reading Fluency ProgressStudent Name

20

25

30

35

40

45

50

Week

Wor

ds R

ead

Cor

rect

per

Min

ute

ORF Progress

Aimline

ORF ProgressTrendline

aim

line

chan

ge

inst

ruct

ion

chan

ge

If 4 consecutive progress points are above the aimline, then raising the aimline is recommended.If 4 progress points fall below the aimline, a change of instruction is recommended.

Decoding B1: Lessons 16-35Lesson Number

Fluency Progress

(wpm)Errors Aimline

Change Lines

Lesson 16 55 1 60

Lesson 17 56 2

Lesson 18 58 0

Lesson 19 60 2

Lesson 20 59 5 60

Lesson 21 61 7 65

Lesson 22 62 4

Lesson 23 60 2

Lesson 24 63 0

Lesson 25 65 1 65

Lesson 26 67 2 70

Lesson 27 70 4

Lesson 28

Lesson 29

Lesson 30 70

Lesson 31 75

Lesson 32

Lesson 33

Lesson 34

Lesson 35 75

R.O.I. 6.25

PrintingSet Up GraphEntering DataSaving the File

Words per MinuteStudent Name

50

55

60

65

70

75

80

Wo

rds

Rea

d C

orr

ect

per

Min

ute

Fluency Progress (wpm)

Aimline

Fluency ProgressTrendline

aim

line

chan

ge

inst

ruct

ion

chan

ge

Number of ErrorsStudent Name

012345678

Err

ors

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.

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.

Teacher Students

15 pts. 30 pts.

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.