The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis

This study involved a longitudinal analysis of academic skills and problem behavior through elementary school. The purposes of the study were (a) to explore the interactions between reading skills and problem behavior, and (b) to determine the value of regular screening assessments in predicting whi...

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Bibliographic Details
Published in:School psychology review 2006-06, Vol.35 (2), p.275-291
Main Authors: McIntosh, Kent, Horner, Robert H., Chard, David J., Boland, Joseph B., Good, Roland H. III
Format: Article
Language:English
Subjects:
Academic Achievement
Behavior
Behavior Problems
Discipline
Education
Elementary School Students
Elementary schools
Grade 5
Kindergarten
Learning
Longitudinal Studies
Positive Behavior Supports
Prediction
Reading Skills
Referral
School Safety
Screening Tests
Students
Teenagers
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Summary:This study involved a longitudinal analysis of academic skills and problem behavior through elementary school. The purposes of the study were (a) to explore the interactions between reading skills and problem behavior, and (b) to determine the value of regular screening assessments in predicting which students would not respond to school-wide behavior support in fifth grade. The participants were elementary school students who entered kindergarten in 1998 and completed fifth grade in a school district with school-wide reading and behavior support systems. Analyses consisted of logistic regressions to predict the number of discipline contacts in fifth grade. Results indicated that both reading and behavior variables (including kindergarten reading variables) significantly predicted the number of discipline referrals received in fifth grade. Results are discussed in terms of determining pathways to problem behavior and implications for a combined approach to academic and behavior problems.
ISSN:0279-6015
2372-966X
2372-966X
DOI:10.1080/02796015.2006.12087992