Integrating Behavior Supports in Reading Interventions: A 3-Arm Randomized Controlled Trial Study and Impact

• In Event: Understanding and Addressing Mechanisms Within Reading Instruction Toward Mindfulness-Based Interventions, Anxiety Reduction, and Improved Attention

Abstract

Students who struggle with both reading difficulties and attention deficits often require innovative instructional approaches. Among this group, those experiencing clinical or subclinical levels of inattention commonly face challenges in responding to evidence-based reading interventions compared to peers with only reading difficulties. To address this gap, we developed Engaged Learners, a behavior support program to be integrated into small group reading interventions. This program incorporates a visual schedule, behavior-specific praise, a token economy, and self-regulation strategies.
Objective
This presentation aims to present findings from a randomized controlled trial investigating the impact of integrating Engaged Learners into evidence-based reading interventions. The goal was to enhance reading and attention outcomes simultaneously for students with co-occurring difficulties.
Methodology
Grade 3-5 students with reading and attention difficulties were randomized into three groups: those receiving Voyager Passport reading intervention with Engaged Learners (READ+ENGAGE; n = 56), Voyager Passport alone (READ; n = 54), and a Business-as-Usual condition (BaU; n = 49). The interventions were delivered three to five times per week over five months. Data were analyzed using ANCOVA with pretest covariates.
Key Findings
Students in the READ+ENGAGE group showed significant improvements in attention levels based on teacher surveys (g = 0.43) and observations (g = 1.15). However, there were no significant differences in word reading, fluency, or reading comprehension outcomes between READ+ENGAGE and the comparison groups. READ+ENGAGE demonstrated the most promise compared to BaU in improving reading comprehension (g = 0.23). Fidelity to the programs was consistently high.
Implications for Practice
We designed Engaged Learners to support school systems by addressing an area of need in schools, the integration of behavior supports into reading instruction. We acknowledge that some students may require further data to be collected, leading to a more individualized reading or behavior plans. Additionally, understanding that schools may use a range of reading programs, Engaged Learners was designed to be integrated into an evidence-based reading programs with explicit and systematic instruction, and not solely for a specific program, such as Voyager Passport. Therefore, schools should be able to expect similar results as were found in this study when using other similar reading programs (and potentially programs in other content areas such as math) that may already be in place within their school-wide multitiered system of support.
Conclusion
Given the significant role attention plays in enabling students to access reading instruction, implementing Engaged Learners to support student attention could be a promising strategy for enhancing reading interventions for students facing reading and attention difficulties. This study's findings indicate that integrating behavior support programs, like Engaged Learners, holds promise in addressing this critical issue. Further research with larger sample sizes and extended intervention periods is necessary to validate these findings, particularly concerning the impact on reading outcomes.

Author

• Garrett J. Roberts, University of Denver