Providing Evidence-based Reading and Social-Emotional/Behavioral Instruction to Students with and at Risk of Emotional and Behavioral Disorders 86 views

Students with emotional and behavioral disorders (EBD) face persistent challenges in reading and social-emotional/behavioral (SEB) development that place them at risk for poor long-term outcomes. This dissertation integrates three studies to examine these processes across early schooling. The first manuscript used latent profile and transition analyses to identify heterogeneous literacy skill patterns among kindergarteners with EBD, revealing both substantial gains and difficulties. The second manuscript linked statewide kindergarten readiness data to third-grade reading comprehension, demonstrating that early literacy and behavioral self-regulation uniquely predict later reading achievement. The third manuscript evaluated the feasibility of a combined intervention approach, using a phonics intervention (UFLI Foundations) and relational intervention (Banking Time). The findings included strong teacher ratings of acceptability, appropriateness, and feasibility, moderate fidelity, and promising preliminary student outcomes. Together, these studies clarify how literacy and SEB skills develop jointly and highlight the potential of dual-domain supports for young students with and at risk of EBD.

PHD (Doctor of Philosophy)

emotional and behavioral disorders; literacy; early intervention

English

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2025-11-21