In this systematic review of the literature on literacy-based behavioral interventions (LBBIs), ten selected articles were compared to the Quality Indicators prescribed by the Council for Exceptional Children (CEC). There were eight main categories of standards which included 1) context, 2) participant characteristics, 3) description of the intervention, 4) how it was implemented, 5) if the implementation had fidelity and 6) validity, 7) outcome measures, and 8) data analysis. Each of the studies was evaluated according to these indicators by using a coding chart. Results indicated that LBBIs can be considered an evidence-based practice according to the CEC standards.
","abstract_html":"<p>In this systematic review of the literature on literacy-based behavioral interventions (LBBIs), ten selected articles were compared to the Quality Indicators prescribed by the Council for Exceptional Children (CEC). There were eight main categories of standards which included 1) context, 2) participant characteristics, 3) description of the intervention, 4) how it was implemented, 5) if the implementation had fidelity and 6) validity, 7) outcome measures, and 8) data analysis. Each of the studies was evaluated according to these indicators by using a coding chart. Results indicated that LBBIs can be considered an evidence-based practice according to the CEC standards.</p>","abstract_has_math":false,"creators":["Eshman, Shannon R"],"institution":null,"degree_name":"Special Education - General Curriculum - Reading Concentration","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Kalynn Hall-Pistorio","Dr. Aisha Adams","Dr. Toni Franklin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-12-01T08:00:00Z","date_published":"2020-12-01T08:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["Evidence-Based Practices","Quality Indicators","Literacy-Based Behavioral Interventions","Literacy Based Behavioural Interventions","Education","Language and Literacy Education","Special Education and Teaching"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/414","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Kalynn Hall-Pistorio","Dr. Aisha Adams","Dr. Toni Franklin"]},{"key":"dc:creator","label":"Author","values":["Eshman, Shannon R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-12-14T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Special Education - General Curriculum - Reading Concentration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Evidence-Based Practices","Quality Indicators","Literacy-Based Behavioral Interventions","Literacy Based Behavioural Interventions","Education","Language and Literacy Education","Special Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/414"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In this systematic review of the literature on literacy-based behavioral interventions (LBBIs), ten selected articles were compared to the Quality Indicators prescribed by the Council for Exceptional Children (CEC). There were eight main categories of standards which included 1) context, 2) participant characteristics, 3) description of the intervention, 4) how it was implemented, 5) if the implementation had fidelity and 6) validity, 7) outcome measures, and 8) data analysis. Each of the studies was evaluated according to these indicators by using a coding chart. Results indicated that LBBIs can be considered an evidence-based practice according to the CEC standards.
"]},{"key":"dc:title","label":"Title","values":["Literacy Based Behavioral Interventions: A Review of the Literature"]}]}],"canonical_facts":{"dc:contributor":["Dr. Kalynn Hall-Pistorio","Dr. Aisha Adams","Dr. Toni Franklin"],"dc:creator":["Eshman, Shannon R"],"dc:date.available":["2020-12-14T08:00:00Z"],"dc:description.abstract":["In this systematic review of the literature on literacy-based behavioral interventions (LBBIs), ten selected articles were compared to the Quality Indicators prescribed by the Council for Exceptional Children (CEC). There were eight main categories of standards which included 1) context, 2) participant characteristics, 3) description of the intervention, 4) how it was implemented, 5) if the implementation had fidelity and 6) validity, 7) outcome measures, and 8) data analysis. Each of the studies was evaluated according to these indicators by using a coding chart. Results indicated that LBBIs can be considered an evidence-based practice according to the CEC standards.
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