Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined interventions may be challenging to novice teachers. This article presents guidance for teacher educators to address combined reading and engagement support interventions in the context of a university reading methods course and applied fieldwork setting. The article outlines the importance of engagement to reading instruction and offers a framework for training teachers to implement reading interventions with embedded engagement supports, toward the overall goal of maximizing effectiveness of the reading instruction. Resources, tools, and sample activities are presented to further illustrate these concepts and facilitate their application in classrooms. 

Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports

This study was designed to extend the literature on multicomponent interventions for the children of deaf adults (CODA) population. This study used two evidence-based behavior intervention strategies: pre-session pairing (PSP) and independent group contingency (GC). These strategies have been successfully used to decrease off-task behavior in elementary school children with various abilities and diverse backgrounds. However, the research on multicomponent interventions has yet to examine their effects on the CODA population in inclusive classrooms. This study used a concurrent multiple baseline design across participants with an ABC sequence to examine teacher-implemented PSP with independent GC in reducing the off-task behavior of three CODAs in an inclusive classroom at a public elementary school. The results show that the intervention successfully decreased off-task behavior for all participating CODAs. The results suggest that CODAs can adapt to classroom rules and expectations when PSP and independent GC are systematically applied to them in classrooms. 

Implementation of Presession Pairing with Group Contingency for Children of Deaf Adults to Improve Classroom Behavior

Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined interventions may be challenging to novice teachers. This article presents guidance for teacher educators to address combined reading and engagement support interventions in the context of a university reading methods course and applied fieldwork setting. The article outlines the importance of engagement to reading instruction and offers a framework for training teachers to implement reading interventions with embedded engagement supports, toward the overall goal of maximizing effectiveness of the reading instruction. Resources, tools, and sample activities are presented to further illustrate these concepts and facilitate their application in classrooms.

A Short Game-Based Intervention for Enhancing Executive Functions at School: a Pilot Study

Token reinforcement systems have been applied across various clinical and educational settings. Although effective across various contexts, limited guidance is available for clinicians beyond the initial construction and introduction of the system. Limited information regarding the efficacy of certain token system arrangements can introduce uncertainty whereby certain schedule arrangements could be overly lax or strict and potentially jeopardize the efficacy of an otherwise appropriate intervention strategy. Methods from operant behavioral economics were used in this study to characterize various token reinforcement arrangements using token-exchange and exchange-production schedules as a proxy for reinforcer ‘price’ across various token-production schedules (i.e., FR1, FR2, VR2). Concurrent chain procedures were used to evaluate preferences regarding token reinforcement system arrangements apart from overall efficacy. Results were largely consistent with basic research on token reinforcement and the varying arrangements yielded overall comparable rates of responding when controlling for the molar reinforcer price. Findings revealed that most participants demonstrated similar performances but distinct preferences regarding token schedule arrangements

Extending Token Economy Systems with the Operant Demand Framework

Token economy systems have been widely used as an evidence-based classroom management strategy to reinforce and improve prosocial responses. While token economies have been widely applied to educat...

Systematic Review and Meta-Analysis of Token Economy Practices in K-5 Educational Settings, 2000 to 2019.

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Systematic Review and Meta-Analysis of Token Economy Practices in K-5 Educational Settings, 2000 to 2019.