1. Responding in the Red Zone: Scientifically-Based Reading Instruction for Students with Significant Behavioral Challenges Louisiana PBS Conference Sessions 5A & 5B
Gregory J. Benner, Ph.D.
Associate Professor
University of Washington, Tacoma
Telephone: (253)
Fax: (253)

2. 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

3. Potential Relationships
Achievement
Problem Behavior
Problem Behavior
Achievement
Problem Behavior
Achievement
Problem Behavior
Achievement
Hinshaw, S.P. (1992). Psychological Bulletin 3

4. Risk Factors: Why the relationships
Birth & Lifespan
School Outcomes
Adult Outcomes
Poor Academic
& Vocational Outcomes
Child Factors
Pre-natal, Natal, Post-Natal
Early Externalizing Behavior Pattern
Early Internalizing Behavior Pattern
Childhood Maladjustment
Childhood Maltreatment
Academic
Competence
Problems
Family Factors
Antisocial & Psychiatric Family History
Socioeconomic Status
Family Functioning
Maternal Depression
Family Structure
Classroom
Deportment
Problems
Chronic
Social
Problems
Risk Factors for Academic and Behavioral Problems at the Beginning of School ( 4

5. Coercion Theory (Patterson, 1982; 1995)
Problem
Behavior
Threat of Consequence
Calm
Surrender
Non-Compliance
Defiance
Child
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. 5

6. 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

7. Effect Size Difference in Total Language
ED Population
General Population
ES=1.2

8. Regression Analyses for Externalizing and Internalizing Type Behaviors
Initial Entry
___________________________________
Entry in Last Position
__________________________
Construct
__________ df
_______
Simple R
________ F p
R2 Increment
F Change
Total Language
Age of Onset 1
.01
0.01
.909
Externalizing 4
.31
4.01
.004
.12
6.58
.000
Internalizing 9
0.39
.887
.04
1.22
.305
Expressive Language
.07
0.77
.988
.30
3.81
.006
.09
5.01
.002
.14
0.47
.832
.02
0.65
.659
Receptive Language
.05
0.34
.560
.28
3.17
.016
.10
5.73
.001
0.53
.788
1.55
.178 8

9. The relationship between problem behavior and reading
Nelson, Benner, Lane, & Smith (2005). Exceptional Children

10. Effect Size Difference in Broad Reading
ED Population
General Population
ES=0.95

11. Regression Analyses for Externalizing and Internalizing Type Behaviors
Initial Entry
__________________________________
Entry in Last Position
__________________________
Construct
__________ df
_______
Simple R F p
R2 Increment
________
F Change
_____
Broad Reading
Age of Onset 1
.05
.41
.525
Externalizing 4
.35
6.97
.000
.24
7.74
Internalizing 9
.12
0.48
.790
.03
1.21
.303 11

12. Treatment nonresponders: Another way to look at the behavior reading linkage
Nelson, Benner, & Gonzalez (2003). Learning Disabilities: Research & Practice

13. Leaner Characteristic Associated with Literacy Outcomes
Most Influential
Rapid Naming/Serial Processing
ES: .46
Behavior
ES: .40
Literacy
Outcomes
Phonological
ES: .39
Memory
ES: .30 IQ
ES: .28
Least Influential
Demographic
ES: -.01

14. 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.

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

16. 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

17. 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. 17

18. 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

19. 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

23. Component 2: Target High Priority Reading Skills
Example of high priority pre-reading and beginning reading skills and concepts
Pre-Reading
Beginning Reading
Print awareness
Alphabet knowledge
Phonemic awareness
Rapid automatic naming
Letter-sounds
Decodable words and text
Sight words
Word families
Mapping of sounds to print (spelling)
Prefixes and suffixes
Focus on Fluency or Automaticity

24. 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. Instructional Design and Delivery Example Mastery to Fluency
a A m M a M m A
s S s m A a M S 26 26

27. a A m M a M m A s S s m A a M S t T S a m t s T M A c C t c C s m M a27 27

28. a M T A S 5 m 10 c 15 C 20 t 25 30 s 35 40 45 28 28

29. 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

30. Component 4: Explicit Delivery of Supplementary Instruction
Accountability and group alerting procedures
Effective error correction
Effect student questioning procedures

32. 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.

33. 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.

34. 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)

35. 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).

36. School 3 (14 Teachers) Fidelity and Gain 1 2 3 4 5 6 7 80%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 1 2 3 4 5 6 7 8
Broad Reading Gain
Fidelity Percentage

38. Table 1
Effects of the Corrective Reading Decoding Program on the Reading Skills of Students
Fall
Spring
Baseline
Post -
Intervention
Change t
(1,280)
_____________
_____________
_____________
_____________
Measure X SD X SD X SD
_____________
______
_____
______
_____
______
_____ B RS
90.07
8.4 8
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 = Pa
ssage Comprehension subtest. * p
< .001 .

40. 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

41. BAM-III

43. 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.

44. 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.

45. Teacher
Students
15 pts.
30 pts.

46. 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.