| Title: |
A Four-Step Plan to Integrate Behavioral Practices into Tier 1 Foundational Reading Instruction with an Integrated Lesson Plan Template |
| Language: |
English |
| Authors: |
Chloe Melton; Mara E. Power (ORCID 0000-0001-5221-747X); Tobey Duble Moore (ORCID 0009-0007-3699-1044); Ashley Plumb; Jessica Bourget; Michael Coyne; Brandi Simonsen |
| Source: |
Intervention in School and Clinic. 2024 60(1):6-16. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324N190012 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Descriptors: |
Reading Instruction; Lesson Plans; Multi Tiered Systems of Support; Students with Disabilities; Evidence Based Practice; Prompting; Error Correction; Reading Skills; Feedback (Response) |
| DOI: |
10.1177/10534512241247556 |
| ISSN: |
1053-4512; 1538-4810 |
| Abstract: |
Students' behavioral and academic needs are interrelated, and educators may maximize the efficiency and effectiveness of their classroom practice by intentionally integrating academic instruction and positive behavior support practices within an integrated multi-tiered system of support (I-MTSS) framework. Integrated classroom practices are particularly important for students with disabilities and those with intensive learning and behavior needs. In this article, we describe a simple four-step plan to support the integrated implementation of foundational reading skills and share a lesson plan designed to support integrated implementation. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2024 |
| Accession Number: |
EJ1440607 |
| Database: |
ERIC |