Contemporary School Psychology

, Volume 23, Issue 4, pp 367–378 | Cite as

Effects of a Reading Fluency Intervention on Middle School Students Attending a Residential Treatment Center for Youth with Emotional and Behavioral Disorders

  • Asenath A. Devaney
  • John C. BegenyEmail author
  • Mary E. Haskett
  • Diana S. Ginns
Tools for Practice


In the USA, students with emotional and behavioral disorders (EBD) are among the most vulnerable to have reading difficulties, experience general academic failure, and drop out of school. Students with EBD who receive schooling in residential treatment centers are at even greater risk for academic difficulties. To date, very little research has examined the impact of reading interventions for students educated within a residential treatment center. The primary goal of this two-part study was to evaluate the effects of a reading intervention with four students with EBD who were attending a residential treatment center. Each student received an evidence-based reading fluency intervention to increase their reading skills, and data collected in a multiple baseline design across participants demonstrated that each student responded favorably to the intervention. Standardized reading assessments, administered pre-post, supported evidence of intervention effectiveness. Implications for applied research and practice are discussed, including the implications for using participants’ feedback to modify and enhance intervention procedures.


Emotional and behavioral disorders Reading, fluency Residential treatment Middle school 


Compliance with Ethical Standards

We attest to the following:

• Animals were not used in this research.

• All procedures involving human participants were in accordance with the ethical standards of the NC State University Institutional Review Board and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Also, informed consent was obtained from all individual participants included in the study.

Conflict of Interest

On behalf of all authors, the corresponding author states that there is no conflict of interest.


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Copyright information

© California Association of School Psychologists 2018

Authors and Affiliations

  1. 1.North Carolina Department of Health and Human ServicesRaleighUSA
  2. 2.North Carolina State UniversityRaleighUSA
  3. 3.Kennedy Kreiger Institute and the Johns Hopkins School of MedicineBaltimoreUSA

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