Literacy Based Behavioral Interventions: A Review of the Literature

<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>

Name thesis:degree_name

Special Education - General Curriculum - Reading Concentration

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2020

Author dc:creator

• Eshman, Shannon R

Contributors dc:contributor

• Dr. Kalynn Hall-Pistorio
• Dr. Aisha Adams
• Dr. Toni Franklin

• Evidence-Based Practices
• Quality Indicators
• Literacy-Based Behavioral Interventions
• Literacy Based Behavioural Interventions
• Education
• Language and Literacy Education
• Special Education and Teaching

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/414

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1416