Rates of specific antecedent instructional practices and differences between title I and non-title I schools

Journal of Behavioral Education

Volumn 18, Issue 4, 2009, Pages 331-344

  Stichter, Janine P ^a   Stormont, Melissa ^a   Lewis, Timothy J ^a   Schultz, Tia ^a  

^a UNIVERSITY OF MISSOURI   (United States)

Author keywords

Instruction; Reading; Risk; Title I

Indexed keywords

EID: 84894899474     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1007/s10864-009-9094-5     Document Type: Article

References (58)

1. Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100, 235-251.
2. Alberto, P. A., & Troutman, A. C. (1999). Applied behavior analysis for teachers (5th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.
3. Belfiore, P. J., Auld, R., & Lee, D. L. (2005). The disconnect of poor-urban education: Equal access and pedagogy of risk taking. Psychology in the Schools, 42, 855-863.
4. Brophy, J. H., & Good, T. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research in teaching (3rd ed., pp. 328-375). New York: Macmillian.
5. Cameron, C. E., Connor, C. M., Morrison, F. J., & Jewkes, A. M. (2008). Effects of classroom organization on letter-word reading in first grade. Journal of School Psychology, 46, 173-192.
6. Carr, S. C., & Thompson, B. (1996). The effects of prior knowledge and schema activation strategies on the inferential reading comprehension of children with and without learning disabilities. Learning Disability Quarterly, 19(1), 48-61.
7. Chard, D. J., Ketterlin-Geller, L. R., Baker, S. K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75, 263-281.
8. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
9. Engelmann, S., & Carnine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington.
10. Espin, C. A., & Deno, S. L. (1989). The effects of modeling and prompting feedback strategies on sight word reading of students labeled learning disabled. Education and Treatment of Children, 12(3), 219-231.
11. Espinosa, L. M. (2005). Curriculum and assessment considerations for young children from culturally, linguistically, and economically diverse backgrounds. Psychology in the Schools, 42, 837-853.
12. Espinosa, L. M., & Laffey, J. M. (2003). Urban primary teacher perceptions of children with challenging behaviors. Journal of Children & Poverty, 9, 135-156.
13. Evertson, C. (1989). Improving elementary classroom management: A school-based training program for beginning the school year. Journal of Educational Research, 8, 82-90.
14. Flores, M. M., & Ganz, J. B. (2007). The effectiveness of direct instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays. Focus on Autism and Other Developmental Disabilities, 22(4), 244-251.
15. Gersten, R., Woodward, J., & Darch, C. (1986). Direct instruction: A research-based approach to curriculum design and teaching. Exceptional Children, 53(1), 17-31.
16. Graves, M. F., Cooke, C. L., & Laberge, M. J. (1983). Effects of previewing difficult short stories on low ability junior high school students' comprehension, recall and attitudes. Reading Research Quarterly, 18(3), 262-276.
17. Greenwood, C. R., Carta, J. J., Kamps, D., & Arreaga-Mayer, C. (1990). Ecobehavioral analysis of classroom instruction. In S. Schroeder (Ed.), Ecobehavioral analysis and developmental disabilities (pp. 33-63). Baltimore: Paul H. Brookes.
18. Greenwood, C. R., Hart, B., Walker, D., & Risley, T. (1994). The opportunity to respond and academic performance revisited: A behavioral theory of developmental retardation and its prevention. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshelman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 214-222). Belmont, CA: Brooks/Cole Publishing.
19. Gunter, P. L., Hummel, J. H., & Conroy, M. A. (1998). Increasing correct academic responding: An effective intervention strategy to decrease behavior problems. Effective School Practices, 17(2), 55-62.
20. Gunter, P. L., Coutinho, M. J., & Cade, T. (2002). Classroom factors linked with academic gains among students with emotional and behavioral problems. Preventing School Failure, 46(3), 126-132.
21. Halle, T., Forry, N., Hair, E., Perper, K., Wandner, L., Wessel, J., et al. (2009). Disparaties in early learning and development: Lessons from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). Washington, DC: Child Trends.
22. Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The schoolwide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6, 3-12.
23. Jepsen, C. (2005). Teacher characteristics and student achievement: Evidence from teacher surveys. Journal of Urban Economics, 57, 302-319.
24. Jitendra, A. K., Cole, C. L., Hoppes, M. K., & Wilson, B. (1998). Effects of a direct instruction main idea summarization program and self-monitoring on reading comprehension of middle school students with learning disabilities. Reading and Writing Quarterly, 14(4), 379-396.
25. Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.
26. Kinnucan-Welsch, K., Stroot, S., & Smith, S. (2009). Characteristics, practices, and professional learning contexts of novice and experienced teachers. Retrieved July 20, 2009 from http://www.allacademic.com//meta.
27. Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptionalities, 31, 1-24.
28. Logan, K. R., Bakeman, R., & Keefe, E. B. (1997). Effects of instructional variables on engaged behavior of students with disabilities in general education classrooms. Exceptional Children, 63, 481-498.
29. Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgeson, J. K., Wood, F. B., et al. (2001). Rethinking learning disabilities. In C. E. Finn, A. J. Rotherham, & C. R. Hokanson (Eds.), Rethinking special education for a new century (pp. 259-287). Washington, DC: Thomas Fordham Foundation.
30. Marzano, R. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD Premium.
31. Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2009). Do reading and behavior problems cause each other? Journal of Learning Disabilities, 41(5), 417-436.
32. National Association for the Education of Young Children (2008). Fact sheet: Title 1, public policy. Retrieved July 28, 2008 from http://www.naeyc.org/policy/feral/title1.asp.
33. National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.
34. Neuman, S. B. (1988). Enhancing children's comprehension through previewing. Yearbook of the National Reading Conference, 37, 219-224.
35. Pullen, P. C., Lane, H. B., Lloyd, J. W., Nowak, R., & Ryals, J. (2005). Effects of explicit instruction on decoding of struggling first grade students: A data-based case study. Education and Treatment of Children, 28(1), 63-76.
36. Rosenshine, B., & Stevens, R. J. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook on research on teaching (pp. 376-391). New York: Macmillan.
37. Sanders, W. L., & Horn, S. P. (1998). Research findings from the Tennessee value-added system (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12(3), 247-256.
38. Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Research Progress Report. Knoxville: University of Tennessee Value- Added Research and Assessment Center.
39. Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly, 23, 7-25.
40. Shores, R. E., Jack, S. L., Gunter, P. L., Ellis, D. N., DeBriere, T. J., & Wehby, J. H. (1993). Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27-39.
41. Smith, D. D. (1979). The improvement of children's oral reading through use of teacher modeling. Journal of Learning Disabilities, 12(3), 39-42.
42. Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83(1), 8-16.
43. Stichter, J. P., & Conroy, M. (2005). Structural analysis in natural settings: A responsive functional assessment strategy. Journal of Behavioral Education, 14, 19-34.
44. Stichter, J. P., & Lewis, T. J. (2006). Classroom assessment: Targeting variables to improve instruction through a multi-level ecobehavioral model. In Michel. Hersen (Ed.), Clinical Handbook of Child Behavioral Assessment (pp. 569-586). Boston: Elsevier Scientific.
45. Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.
46. Stichter, J. P., Hudson, S., & Sasso, G. M. (2005). The use of structural analysis to identify setting events in applied settings for students with emotional/behavioral disorders. Behavioral Disorders, 30, 401-418.
47. Stichter, J. P., Brown, T., Iskow, J., Krug, M., Richards, J., & Kay, D. (2006). Addressing the challenges: Systematic integration of evidenced-based practices for young children with Autism Spectrum Disorder. Beyond Behavior, 16, 18-32.
48. Stichter, J. P., Conroy, M. A., & Kauffman, J. M. (2008). An introduction to students with high-incidence disabilities. Upper Saddle River, NJ: Pearson.
49. Stichter, J. P., Lewis, T. J., Whittaker, T., Richter, M., Johnson, N., & Trussel, R. (2009). Assessing teacher use of opportunities to respond and effective classroom management strategies within inclusive classrooms: Comparisons among high and low risk elementary schools. Journal of Positive Behavior Interventions, 11, 68-81.
50. Stormont, M. (2007). Fostering resilience in young children at risk for failure: Strategies for grades K-3. Upper Saddle River, NJ: Pearson.
51. Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relation between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with emotional and behavioral disorders: A review. Remedial and Special Education, 22, 113-121.
52. Sutherland, K. S., Adler, N., & Gunter, P. L. (2003). The effects of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD. Journal of Emotional & Behavioral Disorders, 11, 239-248.
53. Sutherland, K., Lewis-Palmer, T., Stichter, J. P., & Morgan, P. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with learning and behavior problems. Journal of Special Education, 41, 209-222.
54. Tapp, J., Wehby, J., & Ellis, D. (1995). A multiple option observation system for experimental studies: MOOSES. Behavior Research Methods, Instruments & Computers, 27(1), 25-31.
55. Van Acker, R., Grant, S. H., & Henry, D. (1996). Teacher and student behavior as a function of risk for aggression. Education and Treatment of Children, 19, 316-334.
56. Van Keer, H. (2004). Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring. British Journal of Educational Psychology, 74, 37-70.
57. Vaughn, S., Hughes, M. T., Moody, S. W., & Elbaum, B. (2001). Instructional grouping for reading for students with LD: Implications for practice. Intervention in School and Clinic, 36(3), 131-137.
58. Whitehurst, G. J. (2002). Appendix a: Scientifically based research on teacher quality: Research on teacher preparation and professional development. Paper presented at the White House Conference on Preparing Tomorrow's Teachers.