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Tiffany A. Mulally



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The study examined the effects of emotional and behavioral disorders (E/BD) and executive dysfunction on literacy achievement in secondary-level education. The research questions focused on behavior interventions for at-risk students with behavioral disorders, the association between E/BD signs and reading deficits, incorporating executive functioning skills into reading instruction, and the positive and negative effects of self-contained classrooms on students with EBD. The study found that accommodating the specific needs of students with E/BD and executive dysfunction led to a statistically significant increase in mean test scores. The methods involved tiered intervention programs within the Units of Study curriculum, executive functioning interventions, and behavioral regulation support. The dependent variable was the student's comprehension level, attention to task, generalization of literacy skills, and conduct management. The conclusion highlighted the importance of executive functioning skills in organizing thoughts and comprehending text, the need for individualized check-lists and brain breaks for behavior interventions, the association between emotional and behavioral disorders and reading deficits, and the benefits of self-contained classrooms for direct instruction and skill building.

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emotional disorders, behavioral disorders, executive dysfunction, literacy, secondary-level education


Educational Assessment, Evaluation, and Research | Language and Literacy Education | Social and Behavioral Sciences | Special Education and Teaching

Effects of Emotional and Behavioral Disorders and Executive Dysfunction on Literacy Achievement: Through the Lens of Secondary-Level Education