The effect of response modality on reading comprehension outcomes with the SRSD instructional approach for a youth in a residential treatment facility

Abstract

The current study evaluated the use of the self-regulated strategy development (SRSD) instructional approach to teach the TRAP mnemonic (Think before reading, Read a paragraph, Ask what is the main idea/important details, Paraphrase the paragraph) and its impact on youth reading comprehension performance. The TRAP mnemonic was taught to an adolescent female served in a residential treatment facility. An alternating treatment design was used to evaluate reading comprehension performance across oral retell, written retell, and written retell with word processor modalities. Social validity, treatment fidelity, and youth motivation scores are presented with limitations and areas for future research discussed.

Keywords:

• Adolescent
• emotional and behavioral disorders
• reading comprehension
• residential treatment facilities
• self-regulated strategy development

Additional information

Notes on contributors

Sara Sanders

Sara Sanders, Ed.D. is an assistant research professor at the University of Alabama. Her research focus is on academic, behavioral, and social-emotional interventions for students with emotional and behavioral disorders served in residential and juvenile justice facilities.

Kristine Jolivette

Kristine Jolivette, Ph.D. is the Paul W. and Mary Harmon Bryant Endowed Professor at the University of Alabama. Her research interests aim to improve the systems and evidence-based behavioral, academic, and transition practices provided to youth in restrictive educational settings to improve youth outcomes.

Lauren Hart Rollins

Lauren Hart Rollins, Ph.D. is an assistant professor of special education at the University of West Georgia. Her research and service are dedicated to improving academic and behavioral outcomes for students with and at-risk for emotional and behavioral disorders and building special education teacher efficacy and effectiveness.

Allyson Pitzel

Allyson Pitzel, M.A. is a doctoral student at the University of Alabama. Her current research interests are emotional and behavioral disorders, self-regulated strategy development, self-determination, and restrictive education settings.