Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Kenneth Tierce

Primary Subject Area

Education, General; Education, Reading; Education, Secondary; Education, Special; Education, Educational Psychology; Education, Guidance and Counseling; Education, Curriculum and Instruction; Psychology, General

Keywords

Disruptive and Antisocial Behaviors, Emotional Behavior Disorder, Reading Interventions

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Liberal Studies | Special Education and Teaching | Student Counseling and Personnel Services

Abstract

Students who struggle with emotional behavior disorders (EBD) often enter high school with reading levels far below those of their peers. At the secondary level, these at-risk students must regularly read and write proficiently in order to demonstrate their literacy achievement and potential for success either in college or on the job. As a result, many EBD students choose to drop out of school instead of daily feeling that they do not measure up. This instrumental qualitative case study examined the impact of the five essential components of reading instruction, teacher modeling, repeated readings, and progress monitoring on the disruptive and antisocial behaviors of a student with EBD.