For this session, researchers will discuss findings from two studies investigating academic and behavioral interventions for students with/at-risk for emotional-behavioural disorders (EBD) in inclusive settings. First, findings will be presented from an intervention study focusing on training elementary students with EBD to be cross-age tutors for younger students with mathematics difficulties. Outcomes related to mathematics performance, positive behaviour improvement, and change in risk-status for EBD will be reported. Components of effective peer tutoring models will also be discussed, as well as how students with EBD function as tutors and recieve possible positive benefits from the role. Second, researchers will present findings on the effects of an intervention package, called Engaged Leaners, on elementary students' engagement, inattention, and reading skills. Components of the intervention package include providing visual schedules, high levels of behavior specific praise, a token economy system, and self-regulation strategies. Both studies/intervention models were designed and evaluated within inclusive educational settings.

Study 1: Inclusive classrooms continue to demonstrate a need for effective instructional techniques and arrangements that meet the needs of students with varying disabilities, simultaneously within inclusive settings. Barriers to certain instructional models and interventions become compounded when cost(s) and/or feasibility become issues (e.g., personnel, materials, training; Bettini et al., 2015). Cross-age tutoring has shown promise of effectiveness and feasibility for practitioner implementation, and may be suitable for addressing intensive academic needs as well as providing tutors with EBD opportunities to practice and develop social and behavioural skills in an academic context (Watts et al., 2019).   

Study 2: Identifying effective mechanisms to support student engagement during reading instruction for students with co-occurring reading difficulties and inattention (RD+Inattention) is a critical issue in education. Therefore, Engaged Learners was developed over a series of studies be an intervention that can be easily integrated into an evidence-based reading curriculums to support student engagement to instruction, and delivered by novice interventionists. The purpose of the study was to test the impact of Engaged Leaners on student engagement as well as its social validity, usability, and feasibility when integrated into an evidence-based reading intervention for Grade 3-5 students with RD+inattention. Engaged Learners includes the following components: (a) visual schedule, (b) high levels of behavior specific praise, (c) token economy, and (d) self-regulation. Through integrating Engaged Learners into an evidence-based reading curriculum, we aimed to address the following research questions: (1) What are the effects of integrating Engaged Learners into an evidence-based reading intervention on student engagement for students with RD+Inattention?, (2) To what extent do students find Engaged Learners to be a socially valid and effective program, and (3) To what extend do interventionists find Engaged Learners to be socially valid, feasible, usable, and effective program?   

Relevance to Learners, Families, and/or Educators of Diverse Groups:
Students with challenging behaviors are frequently found to have both behavioural and academic deficits (Kern, 2015). Additionally, teachers, both general and special education, have been found to be ill equipped to meet the intensive needs of this population (Allday et al., 2012). These needs, if left unaddressed, frequently lead to detrimental outcomes during adult years (Wynne et al., 2013). Focusing on these deficit areas, this presentation will provide researchers, practitioners, and policy-makers with findings related to effective academic and behavioural interventions for students with challenging and/or off-task behaviours in inclusive education settings. By providing evidence and strategies for effective practices, we aim to improve both academic and behavioral outcomes for this population of students and their families.

Study 1: A single-subject design consisting of two sets of concurrent multiple baselines (Kennedy, 2005) were implemented to evaluate the effects of the tutoring program on (a) tutees’ mathematics performance on weekly progress monitoring measures and (b) tutors’ weekly mean scores on their Check-in/Check-out (CICO) behavioural point sheets. The independent variable for tutees was attending cross-age tutoring sessions in which they played number line board games with their tutor (1-on-1) for 25 min per day, 3 days per week, over 10 weeks. The tutors’ intervention consisted of two components: (a) tutor training sessions in which the tutor received instruction on tutoring skills, number line board game procedures, and positive behavioural reinforcement strategies; and (b) attendance and implementation of the cross-age tutoring sessions with their tutee (one-on-one). Measures for tutee outcomes: The Texas Early Mathematics Inventory–Aim Checks (TEMI- AC; University of Texas System/Texas Education Agency, 2009) were administered weekly, as a proximal/progress monitoring tool, to assess tutees’ mathematical performance. The validated early numeracy measure contains four subtests: magnitude comparisons, number identification, number sequences, and quantity recognition. Measures for tutor outcomes included Check-in/check-out (CICO) behavioural point sheets, which served as proximal measure of tutors’ classroom behaviour. Fidelity and interobserver/rater agreement were assessed throughout all phases of the intervention (i.e., baseline, intervention, maintenance). After the intervention, all participants completed a researcher-developed questionnaire as well as a brief interview to evaluate the social validity of the program. Study 2: We employed a concurrent multiple-baseline across groups design to test the effects of Engaged Learners integrated into an evidence-based reading curriculum on engagement outcomes. The design included a reading-only baseline phase, two training phase sessions, and a reading with Engaged Learners intervention phase. Participants included eight Grade 3-5 students with co-occurring reading difficulties and inattention across three reading groups. Reading groups utilized an evidence-based reading intervention, three days a week, for 30-45 minutes per session. Pre-service teachers delivered the intervention. The impact of Engaged Learners was measured with visual analysis and Tau-U. Visual analysis procedures used the What Works Clearinghouse Standards Handbook criteria to identify within- and across-phase characteristics. The within-phase characteristics include level (i.e., mean), trend line (i.e., slope), and variability of data around the trend line. Across-phase characteristics include immediacy of effect after a phase change and the extent to which data overlap across phases. Tau-U and baseline-correct Tau-U effect sizes supplemented the visual analysis.

Study 1: Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners as well as the behavioural performance of students/tutors with EBD (i.e., on daily behavoural point charts and, to a lesser extent, risk status improvement for EBD). Visual analysis and effect sizes (PEM) ranged from moderate to high across individual participants and student dyads (tutoring groups). Social validity measures showed high perceptions of effectiveness, feasibility, and a desire to continue the program. Study 2: Visual analysis indicated an improvement in engagement for seven students. The study-wise weighted Tau-U engagement averages equaled 0.82 (p < .001) with all students having a positive Tau-U effect size (range: 0.11 - 1.00). Overall, fidelity was high, the interventionists found Engaged Learners to be highly usable, feasible, and effective, and students found Engaged Learners to be socially valid and effective. Study limitations include high rates of absenteeism due to the COVID-19 pandemic and higher than expected levels of procedural fidelity variability. Study implications include Engaged Learners being a feasible and effective program to implement during small group reading instruction to support student engagement, although more research is needed to reduce the variability in procedural fidelity and identify the extent to which Engaged Learners can support reading outcomes. The concluding discussion will include: what we know about how these interventions can improve reading/mathematics and behavior outcomes for students with behavioral difficulties, as well as the perceived feasibility of these instructional models by implementing teachers in inclusive classrooms. Finally (time permitting), we will engage the audience in a discussion on how to effectively implement behavioral supports within inclusive settings and how to intensify interventions if students are not adequately responding to the reading and/or behavioral intervention.

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