UC Riverside

Latino English Language Learners (ELLs) are at high risk for academic and social-behavioral problems. Prevention research suggests that a combination of behavioral and academic interventions is the most effective at addressing the diverse needs of this population. A single subject multiple baseline research design was employed to examine the joint effects of behavioral and academic interventions with kindergarten ELLs identified as at risk for behavioral and academic problems. Specifically, this study aimed to examine the effects of combining these interventions on behavioral outcomes [i.e., off-task, disruptive, and/or problem behaviors). Participants included four (3 Males and 1 Female) Spanish speaking ELLs exhibiting similar disruptive behaviors maintained by attention and poor reading skills. Participants received adapted evidence based interventions for behavior (First Steps to Success) and reading (Reading Mastery) to target both at-risk areas. Results showed that a functional relationship between the combined interventions and improved behavioral outcomes was obtained. This study provides evidence that a combined approach to intervention targeting both behavior and academics is useful in both (a) decreasing problem behavior and (b) increase on-task behavior for ELL students.