{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T02:02:56Z","timestamp":1787018576694,"version":"build-2736575974"},"reference-count":81,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2024,8,2]],"date-time":"2024-08-02T00:00:00Z","timestamp":1722556800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100016395","name":"National Center for Special Education Research, Institute of Education Sciences","doi-asserted-by":"publisher","award":["R324B190010"],"award-info":[{"award-number":["R324B190010"]}],"id":[{"id":"10.13039\/100016395","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2025,9]]},"abstract":"<jats:p>\n                    We created and tested a family-based intervention with a sample of U.S. families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students\u2019 knowledge of narrative texts with effective behavioral supports to maximize student engagement and minimize disruptive behaviors to help parents engage successfully in shared storybook reading. We assessed the effects of Family-RISE on children\u2019s narrative text comprehension using a multiple-baseline design. A functional relation was established between Family-RISE and narrative text comprehension, indicating Family-RISE substantially improved narrative text comprehension. Furthermore, nonoverlap of all pairs, Tau-\n                    <jats:italic toggle=\"yes\">U<\/jats:italic>\n                    , and standard mean difference effect sizes were all considered large in favor of the intervention. Family members reported that the intervention was highly usable, feasible to implement, and socially valid. These findings underscore the promise of the Family-RISE intervention and the value of developing interventions that simultaneously support reading and behavior for children with co-occurring difficulties in these areas.\n                  <\/jats:p>","DOI":"10.1177\/00222194241263649","type":"journal-article","created":{"date-parts":[[2024,8,2]],"date-time":"2024-08-02T09:10:26Z","timestamp":1722589826000},"page":"343-358","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":3,"title":["A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study"],"prefix":"10.1177","volume":"58","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1128-5577","authenticated-orcid":false,"given":"Garrett J.","family":"Roberts","sequence":"first","affiliation":[{"name":"University of Denver, CO, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4955-9879","authenticated-orcid":false,"given":"Philip","family":"Capin","sequence":"additional","affiliation":[{"name":"The University of Texas-Austin, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anna","family":"Handy","sequence":"additional","affiliation":[{"name":"University of Denver, CO, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Brooke","family":"Cot\u00e9","sequence":"additional","affiliation":[{"name":"Colorado Springs School District 11, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Zaira","family":"Jimenez","sequence":"additional","affiliation":[{"name":"University of California-Riverside, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2024,8,2]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"crossref","unstructured":"Al Otaiba S. Fuchs D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education 23(5) 300\u2013316. https:\/\/doi.org\/10.1177\/07419325020230050501","DOI":"10.1177\/07419325020230050501"},{"issue":"1","key":"e_1_3_2_3_1","first-page":"73","article-title":"Story grammar instruction with third and fifth grade students with learning disabilities and other struggling readers","volume":"13","author":"Alves K. D.","year":"2015","unstructured":"Alves K. D., Kennedy M. J., Brown T. S., Solis M. (2015). Story grammar instruction with third and fifth grade students with learning disabilities and other struggling readers. Learning Disabilities: A Contemporary Journal, 13(1), 73\u201393.","journal-title":"Learning Disabilities: A Contemporary Journal"},{"key":"e_1_3_2_4_1","doi-asserted-by":"crossref","unstructured":"Boulineau T. Fore C.III. Hagan-Burke S. Burke M. D. (2004). Use of story-mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learning Disability Quarterly 27(2) 105\u2013121. https:\/\/doi-org.du.idm.oclc.org\/10.2307\/1593645","DOI":"10.2307\/1593645"},{"key":"e_1_3_2_5_1","first-page":"1518687","volume-title":"Cogent Psychology","author":"Brossart D. F.","year":"2018","unstructured":"Brossart D. F., Laird V. C., Armstrong T. W. (2018). Interpreting Kendall\u2019s Tau and Tau-U for single-case experimental designs. Cogent Psychology, 5(1), 1518687. https:\/\/doi.org\/10.1080\/23311908.2018.1518687"},{"key":"e_1_3_2_6_1","volume-title":"RTI applications: Academic and behavioral interventions","author":"Burns M. K.","year":"2012","unstructured":"Burns M. K., Riley-Tillman T. C., VanDerHeyden A. M. (2012). RTI applications: Academic and behavioral interventions (Vol. 1). Guilford Press."},{"key":"e_1_3_2_7_1","doi-asserted-by":"crossref","unstructured":"Bus A. G. Van Ijzendoorn M. H. Pellegrini A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research 65(1) 1\u201321. https:\/\/doi-org.du.idm.oclc.org\/10.3102\/0034654306500100","DOI":"10.3102\/00346543065001001"},{"key":"e_1_3_2_8_1","first-page":"187","volume-title":"Single-case research design and analysis: New directions for psychology and education","author":"Busk P. L.","year":"1992","unstructured":"Busk P. L., Serlin R. C. (1992). Meta-analysis for single-case research. In Kratochwill T. R., Levin J. R. (Eds.), Single-case research design and analysis: New directions for psychology and education (pp.187\u2013212). Erlbaum."},{"key":"e_1_3_2_9_1","unstructured":"Center on PBIS. (2022). Supporting and responding to student\u2019s social emotional and behavioral needs: Evidence-based practices for educators (Version 2). Center on PBIS University of Oregon. https:\/\/www.pbis.org\/resource\/supporting-and-responding-to-behavior-evidence-based-classroom-strategies-for-teachers"},{"key":"e_1_3_2_10_1","doi-asserted-by":"crossref","unstructured":"Coates J. Taylor J. A. Sayal K. (2015). Parenting interventions for ADHD: A systematic literature review and meta-analysis. Journal of Attention Disorders 19(10) 831\u2013843. https:\/\/doi.org\/10.1177\/1087054714535952","DOI":"10.1177\/1087054714535952"},{"key":"e_1_3_2_11_1","doi-asserted-by":"crossref","unstructured":"Conrad W. G. Dworkin E. S. Shai A. Tobiessen J. E. (1971). Effects of amphetamine therapy and prescriptive tutoring on the behavior and achievement of lower class hyperactive children. Journal of Learning Disabilities 4(9) 509\u2013517. https:\/\/doi-org.du.idm.oclc.org\/10.1177\/002221947100400910","DOI":"10.1177\/002221947100400910"},{"key":"e_1_3_2_12_1","doi-asserted-by":"crossref","unstructured":"Cook B. G. Cook L. Therrien W. J. (2018). Group-difference effect sizes: Gauging the practical importance of findings from group experimental research. Learning Disabilities Research & Practice 33 56\u201363. https:\/\/doi.org\/10.1111\/ldrp.12167","DOI":"10.1111\/ldrp.12167"},{"key":"e_1_3_2_13_1","doi-asserted-by":"crossref","unstructured":"Cook C. R. Dart E. Collins T. Restori A. Daikos C. Delport J. (2012). Preliminary study of the confined collateral and combined effects of reading and behavior interventions: Evidence for a transactional relationship. Behavior Disorders 38 38\u201356. https:\/\/doi.org\/10.1177\/019874291203800104","DOI":"10.1177\/019874291203800104"},{"key":"e_1_3_2_14_1","volume-title":"The effect of explicit instruction for story grammar code strategy on third graders\u2019 reading comprehension","author":"De Nigris R. P.","year":"2017","unstructured":"De Nigris R. P. (2017). The effect of explicit instruction for story grammar code strategy on third graders\u2019 reading comprehension. St. John\u2019s University."},{"key":"e_1_3_2_15_1","volume-title":"Prevent-teach-reinforce for families","author":"Dunlap G.","year":"2017","unstructured":"Dunlap G., Strain P. S., Lee J. K., Joseph J. D., Vatland C., Fox L. (2017). Prevent-teach-reinforce for families. Paul H. Brookes Publishing."},{"key":"e_1_3_2_16_1","doi-asserted-by":"crossref","unstructured":"Ennis R. P. Royer D. J. Lane K. L. Dunlap K. D. (2020). Behavior-specific praise in pre-K-12 settings: Mapping the 50-year knowledge base. Behavioral Disorders 45(3) 131\u2013147. https:\/\/doi-org.du.idm.oclc.org\/10.1177\/019874291984307","DOI":"10.1177\/0198742919843075"},{"key":"e_1_3_2_17_1","doi-asserted-by":"crossref","unstructured":"Evans S. W. Owens J. S. Bunford N. (2014). Evidence-based psychosocial treatments for children and adolescents with attention-deficit\/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 43(4) 527\u2013551. https:\/\/doi-org.du.idm.oclc.org\/10.1080\/15374416.2013.850700","DOI":"10.1080\/15374416.2013.850700"},{"key":"e_1_3_2_18_1","doi-asserted-by":"crossref","unstructured":"Fabiano G. A. Schatz N. K. Aloe A. M. Pelham W. E.Jr. Smyth A. C. Zhao X. .\u2004.\u2004.Coxe S. (2021). Comprehensive meta-analysis of attention-deficit\/hyperactivity disorder psychosocial treatments investigated within between group studies. Review of Educational Research 91(5) 718\u2013760. https:\/\/doi.org\/10.3102\/00346543211025092","DOI":"10.3102\/00346543211025092"},{"key":"e_1_3_2_19_1","doi-asserted-by":"publisher","DOI":"10.3200\/JEXE.75.1.66-81"},{"key":"e_1_3_2_20_1","doi-asserted-by":"crossref","unstructured":"Fikrat-Wevers S. van Steensel R. Arends L. (2021). Effects of family literacy programs on the emergent literacy skills of children from low-SES families: A Meta-Analysis. Review of Educational Research 91(4) 577\u2013613. https:\/\/doi.org\/10.3102\/0034654321998075","DOI":"10.3102\/0034654321998075"},{"key":"e_1_3_2_21_1","unstructured":"Foorman B. R. Beyler N. Borradaile K. E. Coyne M. D. Denton C. A. Dimino J. Furgeson J. Hayes L. Henke J. Justice L. M. Keating B. Lewis W. Sattar S. Streke A. Wagner R. Wissel S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade. National Center for Education Evaluation and Regional Assistance (NCEE) Institute of Education Sciences U.S. Department of Education. http:\/\/files.eric.ed.gov\/fulltext\/ED566956.pdf"},{"key":"e_1_3_2_22_1","first-page":"243","volume-title":"Foundations of reading acquisition and dyslexia: Implications for early intervention","author":"Foorman B. R.","year":"1997","unstructured":"Foorman B. R., Francis D. R., Shaywitz S. E., Shaywitz B. A., Fletcher J. M. (1997). The case for early reading intervention. In Blachman B. A. (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 243\u2013264). Lawrence Erlbaum."},{"key":"e_1_3_2_23_1","doi-asserted-by":"crossref","unstructured":"Francis D. J. Shaywitz S. E. Stuebing K. K. Shaywitz B. A. Fletcher J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal individual growth curves analysis. Journal of Educational Psychology 88 3\u201317. https:\/\/doi.org\/10.1037\/0022-0663.88.1.3","DOI":"10.1037\/0022-0663.88.1.3"},{"key":"e_1_3_2_24_1","doi-asserted-by":"crossref","unstructured":"Gardill M. C. Jitendra A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education 33(1) 2\u201317. https:\/\/doi-org.du.idm.oclc.org\/10.1177\/002246699903300101","DOI":"10.1177\/002246699903300101"},{"key":"e_1_3_2_25_1","doi-asserted-by":"crossref","unstructured":"Gingerich W. J. (1984). Meta-analysis of applied time-series data. Journal of Applied Behavioral Science 20(1) 71\u201379. https:\/\/doi.org\/10.1177\/002188638402000113","DOI":"10.1177\/002188638402000113"},{"key":"e_1_3_2_26_1","doi-asserted-by":"crossref","unstructured":"Gough P. B. Tunmer W. E. (1986). Decoding reading and reading disability. Remedial and Special Education 7(1) 6\u201310. https:\/\/doi.org\/10.1177\/074193258600700104","DOI":"10.1177\/074193258600700104"},{"key":"e_1_3_2_27_1","doi-asserted-by":"crossref","unstructured":"Hendren R. L. Haft S. L. Black J. M. White N. C. Hoeft F. (2018). Recognizing psychiatric comorbidity with reading disorders. Frontiers in Psychiatry 9 Article 101. https:\/\/doi.org\/10.3389\/fpsyt.2018.00101","DOI":"10.3389\/fpsyt.2018.00101"},{"key":"e_1_3_2_28_1","doi-asserted-by":"crossref","unstructured":"Hinshaw S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin 111 127\u2013155. https:\/\/doi.org\/10.1037\/0033-2909.111.1.127","DOI":"10.1037\/0033-2909.111.1.127"},{"key":"e_1_3_2_29_1","doi-asserted-by":"crossref","unstructured":"Horbach J. Mayer A. Scharke W. Heim S. G\u00fcnther T. (2020). Development of behavior problems in children with and without specific learning disorders in reading and spelling from kindergarten to fifth grade. Scientific Studies of Reading 24(1) 57\u201371. https:\/\/doi-org.du.idm.oclc.org\/10.1080\/10888438.2019.1641504","DOI":"10.1080\/10888438.2019.1641504"},{"key":"e_1_3_2_30_1","doi-asserted-by":"crossref","unstructured":"Horner R. H. Swaminathan H. Sugai G. Smolkowski K. (2012). Considerations for the systematic analysis and use of single-case research. Education and Treatment of Children 35(2) 269\u2013290. https:\/\/doi.org\/10.1353\/etc.2012.0011","DOI":"10.1353\/etc.2012.0011"},{"key":"e_1_3_2_31_1","doi-asserted-by":"crossref","unstructured":"Idol L. Croll V. J. (1987). Story-mapping training as a means of improving reading comprehension. Learning Disability Quarterly 10(3) 214\u2013229. https:\/\/doi-org.du.idm.oclc.org\/10.2307\/1510494","DOI":"10.2307\/1510494"},{"key":"e_1_3_2_32_1","unstructured":"Institute of Education Sciences. (2022). What works clearinghouse procedures and standards handbook (Version 5.0). https:\/\/ies.ed.gov\/ncee\/wwc\/handbooks"},{"key":"e_1_3_2_33_1","doi-asserted-by":"crossref","unstructured":"Jacobson L. A. Ryan M. Denckla M. B. Mostofsky S. H. Mahone E. M. (2013). Performance lapses in children with attention-deficit\/hyperactivity disorder contribute to poor reading fluency. Archives of Clinical Neuropsychology 27 672\u2013683. https:\/\/doi.org\/10.1093\/arclin\/act048","DOI":"10.1093\/arclin\/act048"},{"key":"e_1_3_2_34_1","doi-asserted-by":"crossref","unstructured":"Joseph J. D. Strain P. S. Dunlap G. (2021). An experimental analysis of Prevent-Teach-Reinforce for Families (PTR-F). Topics in Early Childhood Special Education 41(2) 115\u2013128. https:\/\/doi.org\/10.1177\/0271121419847760","DOI":"10.1177\/0271121419847760"},{"key":"e_1_3_2_35_1","volume-title":"Behavior assessment system for children","author":"Kamphaus R. W.","year":"2015","unstructured":"Kamphaus R. W., Reynolds C. R. (2015). Behavior assessment system for children. Behavioral and Emotional Screening System (BESS) (3rd ed.). Pearson.","edition":"3"},{"key":"e_1_3_2_36_1","doi-asserted-by":"crossref","unstructured":"Kauffman J. M. (2010). Commentary: Current status of the field and future directions. Behavioral Disorders 35 180\u2013184. https:\/\/www.jstor.org\/stable\/43153815","DOI":"10.1177\/019874291003500207"},{"key":"e_1_3_2_37_1","doi-asserted-by":"crossref","unstructured":"Kintsch W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review 95(2) 163\u2013182. https:\/\/doi.org\/10.1037\/0033-295x.95.2.163","DOI":"10.1037\/0033-295X.95.2.163"},{"key":"e_1_3_2_38_1","doi-asserted-by":"crossref","unstructured":"Kratochwill T. R. Hitchcock J. H. Horner R. H. Levin J. R. Odom S. L. Rindskopf D. M. Shadish W. R. (2013). Single-case intervention research design standards. Remedial and Special Education 34(1) 26\u201338. https:\/\/doi-org.du.idm.oclc.org\/10.1177\/074193251245279","DOI":"10.1177\/0741932512452794"},{"key":"e_1_3_2_39_1","doi-asserted-by":"crossref","unstructured":"Kratochwill T. R. Levin J. R. (2010). Enhancing the scientific credibility of single-case intervention research: Randomization to the rescue. Psychological Methods 15(2) 124\u2013144. https:\/\/doi.org\/10.1037\/a0017736","DOI":"10.1037\/a0017736"},{"key":"e_1_3_2_40_1","doi-asserted-by":"crossref","unstructured":"Ledford J. R. Gast D. L. (2018). Single case research methodology: Applications in special education and behavioral sciences. Routledge. https:\/\/doi.org\/10.4324\/9781315150666","DOI":"10.4324\/9781315150666"},{"key":"e_1_3_2_41_1","doi-asserted-by":"crossref","unstructured":"Ledford J. R. Lane J. D. Severini K. E. (2018). Systematic use of visual analysis for assessing outcomes in single case design studies. Brain Impairment 19(1) 4\u201317. https:\/\/doi.org\/10.1017\/BrImp.2017.16","DOI":"10.1017\/BrImp.2017.16"},{"key":"e_1_3_2_42_1","doi-asserted-by":"publisher","DOI":"10.1002\/cad.20177"},{"key":"e_1_3_2_43_1","doi-asserted-by":"crossref","unstructured":"Levin J. R. Ferron J. M. Gafurov B. S. (2017). Additional comparisons of randomization-test procedures for single-case multiple-baseline designs: Alternative effect types. Journal of School Psychology 63 13\u201334. https:\/\/doi.org\/10.1016\/j.jsp.2017.02.003","DOI":"10.1016\/j.jsp.2017.02.003"},{"key":"e_1_3_2_44_1","doi-asserted-by":"crossref","unstructured":"Lin Y. C. Morgan P. L. Farkas G. Hillemeier M. Cook M. (2013). Reading mathematics and behavioral difficulties interrelate: Evidence from a cross-lagged panel design and population-based sample of US upper elementary students. Behavioral Disorders 38 212\u2013227. https:\/\/doi.org\/10.1177\/019874291303800404","DOI":"10.1177\/019874291303800404"},{"key":"e_1_3_2_45_1","doi-asserted-by":"crossref","unstructured":"Macdonald K. T. Barnes M. A. Miciak J. Roberts G. Halverson K. K. Vaughn S. Cirino P. T. (2021). Sustained attention and behavioral ratings of attention in struggling readers. Scientific Studies of Reading 25(5) 436\u2013451. https:\/\/doi.org\/10.1080\/10888438.2020.1826950","DOI":"10.1080\/10888438.2020.1826950"},{"key":"e_1_3_2_46_1","doi-asserted-by":"crossref","unstructured":"Maggin D. M. Cook B. G. Cook L. (2019). Making sense of single-case design effect sizes. Learning Disabilities Research & Practice 34(3) 124\u2013132. https:\/\/doi.org\/10.1111\/ldrp.12204","DOI":"10.1111\/ldrp.12204"},{"key":"e_1_3_2_47_1","doi-asserted-by":"crossref","unstructured":"Margari L. Buttiglione M. Craig F. Cristella A. de Giambattista C. Matera E. .\u2004.\u2004.Simone M. (2013). Neuropsychopathological comorbidities in learning disorders. BMC Neurology 13(1) Article 198. https:\/\/doi.org\/10.1186\/1471-2377-13-198","DOI":"10.1186\/1471-2377-13-198"},{"key":"e_1_3_2_48_1","doi-asserted-by":"crossref","unstructured":"Maughan B. Gray G. Rutter M. (1985). Reading retardation and antisocial behaviour: A follow-up into employment. Journal of Child Psychology and Psychiatry 26(5) 741\u2013758. https:\/\/doi-org.du.idm.oclc.org\/10.1111\/j.1469-7610.1985.tb00588.x","DOI":"10.1111\/j.1469-7610.1985.tb00588.x"},{"key":"e_1_3_2_49_1","doi-asserted-by":"crossref","unstructured":"McKenna J. W. Garwood J. Solis M. (2022). Reading instruction for students with and at risk for emotional and behavioral disorders: A synthesis of observation research. Journal of Behavioral Education 31(1) 1\u201327. https:\/\/doi.org\/10.1007\/s10864-020-09425-y","DOI":"10.1007\/s10864-020-09425-y"},{"key":"e_1_3_2_50_1","doi-asserted-by":"crossref","unstructured":"Morgan P. L. Farkas G. Tufis P. A. Sperling R. A. (2008). Are reading and behavior problems risk factors for each other? Journal of Learning Disabilities 41 417\u2013436. https:\/\/doi.org\/10.1177\/0022219408321123","DOI":"10.1177\/0022219408321123"},{"key":"e_1_3_2_51_1","doi-asserted-by":"crossref","unstructured":"Morrow L. M. (1985). Retelling stories: A strategy for improving young children\u2019s comprehension concept of story structure and oral language complexity. The Elementary School Journal 85(5) 647\u2013661. https:\/\/doi.org\/10.1086\/461427","DOI":"10.1086\/461427"},{"key":"e_1_3_2_52_1","volume-title":"Implementing intensive intervention: Lessons learned from the field","author":"National Center on Intensive Intervention","year":"2013","unstructured":"National Center on Intensive Intervention. (2013). Implementing intensive intervention: Lessons learned from the field. U.S. Department of Education, Office of Special Education Programs."},{"key":"e_1_3_2_53_1","doi-asserted-by":"crossref","unstructured":"Nelson J. R. Benner G. J. Jorge G. (2003). Learner characteristics that influence the treatment effectiveness of early literacy interventions: A meta-analytic review. Learning Disabilities: Research & Practice 18 255\u201367. https:\/\/doi.org\/10.1111\/1540-5826.00080","DOI":"10.1111\/1540-5826.00080"},{"key":"e_1_3_2_54_1","doi-asserted-by":"crossref","unstructured":"Parker R. I. Vannest K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy 40(4) 357\u2013367. https:\/\/doi.org\/10.1016\/j.beth.2008.10.006Getrightsandcontent","DOI":"10.1016\/j.beth.2008.10.006"},{"key":"e_1_3_2_55_1","doi-asserted-by":"crossref","unstructured":"Parker R. I. Vannest K. J. Davis J. L. Sauber S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy 42(2) 284\u2013299. https:\/\/doi.org\/10.1016\/j.beth.2010.08.006","DOI":"10.1016\/j.beth.2010.08.006"},{"key":"e_1_3_2_56_1","unstructured":"Pustejovsky J. E. Chen M. Grekov P. Swan D. M. (2023). Single-case effect size calculator (Version 0.7.1) [Web application]. https:\/\/jepusto.shinyapps.io\/SCD-effect-sizes\/"},{"key":"e_1_3_2_57_1","doi-asserted-by":"crossref","unstructured":"Rimestad M. L. Lambek R. Zacher Christiansen H. Hougaard E. (2019). Short-and long-term effects of parent training for preschool children with or at risk of ADHD: A systematic review and meta-analysis. Journal of Attention Disorders 23(5) 423\u2013434. https:\/\/doi.org\/10.1177\/1087054716648775","DOI":"10.1177\/1087054716648775"},{"key":"e_1_3_2_58_1","doi-asserted-by":"crossref","unstructured":"Roberts G. J. Cho E. Garwood J. D. Goble G. H. Robertson T. Hodges A. (2020). Reading interventions for students with reading and behavioral difficulties: A meta-analysis and evaluation of co-occurring difficulties. Educational Psychology Review 32 17\u201347. https:\/\/doi.org\/10.1007\/s10648-019-09485-1","DOI":"10.1007\/s10648-019-09485-1"},{"key":"e_1_3_2_59_1","doi-asserted-by":"crossref","unstructured":"Roberts G. J. Lindstrom E. R. Watts G. Cote B. Ghosh E. (2024). The Engaged Learners program: Effects on student engagement during small group reading instruction. Behavior Modification 48(2) 150\u2013181. https:\/\/doi.org\/10.1177\/01454455231213980","DOI":"10.1177\/01454455231213980"},{"key":"e_1_3_2_60_1","doi-asserted-by":"crossref","unstructured":"Roberts G. J. Lindstrom E. R. Zaira J. Ghosh E. Mehmedovic S. McFadden K. A. Bahadori Fallah M. (2023). Intervention research for students with co-occurring reading difficulties and inattention: A systematic review of single-case design studies. Journal of Behavioral Education 32 277\u2013299. https:\/\/doi.org\/10.1007\/s10864-021-09457-y","DOI":"10.1007\/s10864-021-09457-y"},{"key":"e_1_3_2_61_1","doi-asserted-by":"crossref","unstructured":"Roberts G. J. Mehmedovic S. Cote B. Wexler J. Strain P. (2023). The impact of embedding behavioral supports into reading instruction for upper elementary students with reading difficulties and inattention. The Elementary School Journal 123(3) 457\u2013478. https:\/\/doi.org\/10.1086\/723397","DOI":"10.1086\/723397"},{"key":"e_1_3_2_62_1","doi-asserted-by":"crossref","unstructured":"Roberts G. J. Solis M. Ciullo S. McKenna J. W. Vaughn S. (2015). Reading interventions with behavioral and social skill outcomes: A synthesis of research. Behavior Modification 39 8\u201342. https:\/\/doi.org\/10.1177\/0145445514561318","DOI":"10.1177\/0145445514561318"},{"key":"e_1_3_2_63_1","doi-asserted-by":"crossref","unstructured":"Roberts G. J. Vaughn S. Roberts G. Miciak J. (2021). Problem behaviors and response to reading intervention for upper elementary students with reading difficulties. Remedial and Special Education 42 169\u2013181. https:\/\/doi.org\/10.1177\/0741932519865263","DOI":"10.1177\/0741932519865263"},{"key":"e_1_3_2_64_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10882-007-9036-x"},{"key":"e_1_3_2_65_1","doi-asserted-by":"crossref","unstructured":"Sen P. K. (1968). Estimates of the regression coefficient based on Kendall\u2019s Tau. Journal of the American Statistical Association 63(324) 1379\u20131389. https:\/\/doi.org\/10.2307\/2285891","DOI":"10.1080\/01621459.1968.10480934"},{"key":"e_1_3_2_66_1","doi-asserted-by":"crossref","unstructured":"S\u00e9n\u00e9chal M. Lefevre J. A. Thomas E. M. Daley K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly 33(1) 96\u2013116. https:\/\/doi-org.du.idm.oclc.org\/10.1598\/RRQ.33.1.5","DOI":"10.1598\/RRQ.33.1.5"},{"key":"e_1_3_2_67_1","doi-asserted-by":"crossref","unstructured":"S\u00e9n\u00e9chal M. Young L. (2008). The effect of family literacy interventions on children\u2019s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research 78(4) 880\u2013907. https:\/\/doi.org\/10.3102\/0034654308320319","DOI":"10.3102\/0034654308320319"},{"key":"e_1_3_2_68_1","doi-asserted-by":"crossref","unstructured":"Short E. J. Ryan E. B. (1984). Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training. Journal of Educational Psychology 76(2) 225. https:\/\/doi.org\/10.1037\/0022-0663.76.2.225","DOI":"10.1037\/0022-0663.76.2.225"},{"key":"e_1_3_2_69_1","doi-asserted-by":"crossref","unstructured":"Silinskas G. S\u00e9n\u00e9chal M. Torppa M. Lerkkanen M. K. (2020). Home literacy activities and children\u2019s reading skills independent reading and interest in literacy activities from kindergarten to grade 2. Frontiers in Psychology 11 Article 1508. https:\/\/doi.org\/10.3389\/fpsyg.2020.01508","DOI":"10.3389\/fpsyg.2020.01508"},{"key":"e_1_3_2_70_1","doi-asserted-by":"crossref","unstructured":"Spencer T. D. Slocum T. A. (2010). The effect of a narrative intervention on story retelling and personal story generation skills of preschoolers with risk factors and narrative language delays. Journal of Early Intervention 32(3) 178\u2013199. https:\/\/doi-org.du.idm.oclc.org\/10.1177\/1053815110379124","DOI":"10.1177\/1053815110379124"},{"key":"e_1_3_2_71_1","doi-asserted-by":"crossref","unstructured":"Stein N. L. Nezworski T. (1978). The effects of organization and instructional set on story memory. Discourse Processes 1(2) 177\u2013193. https:\/\/doi-org.du.idm.oclc.org\/10.1080\/01638537809544433","DOI":"10.1080\/01638537809544433"},{"key":"e_1_3_2_72_1","doi-asserted-by":"crossref","unstructured":"Stetter M. E. Hughes M. T. (2010). Using story grammar to assist students with learning disabilities and reading difficulties improve their comprehension. Education and Treatment of Children 33 115\u2013151. https:\/\/www.jstor.org\/stable\/42900057","DOI":"10.1353\/etc.0.0087"},{"key":"e_1_3_2_73_1","doi-asserted-by":"crossref","unstructured":"Stevens R. J. Meter P. V. Warcholak N. D. (2010). The effects of explicitly teaching story structure to primary grade children. Journal of Literacy Research 42(2) 159\u2013198. https:\/\/doi-org.du.idm.oclc.org\/10.1080\/10862961003796173","DOI":"10.1080\/10862961003796173"},{"key":"e_1_3_2_74_1","doi-asserted-by":"crossref","unstructured":"Strain P. S. Bovey E. H. (2011). Randomized controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education 31(3) 133\u2013154. https:\/\/doi.org\/10.1177\/0271121411408740","DOI":"10.1177\/0271121411408740"},{"key":"e_1_3_2_75_1","doi-asserted-by":"crossref","unstructured":"Tarlow K. R. (2017). An improved rank correlation effect size statistic for single-case designs: Baseline Corrected Tau. Behavior Modification 41(4) 427\u2013467. https:\/\/doi.org\/10.1177\/014544516676750","DOI":"10.1177\/0145445516676750"},{"key":"e_1_3_2_76_1","article-title":"A rank-invariant method of linear and polynomial regression analysis, I, II, and III","volume":"53","author":"Theil H.","year":"1950","unstructured":"Theil H. (1950). A rank-invariant method of linear and polynomial regression analysis, I, II, and III. Proceedings of the Royal Netherlands Academy of Sciences, 53, Part I: 386\u2013392, Part II: 521\u2013525, and Part III: 1397\u20131412.","journal-title":"Proceedings of the Royal Netherlands Academy of Sciences"},{"key":"e_1_3_2_77_1","volume-title":"Test of word reading efficiency","author":"Torgesen J. K.","year":"2012","unstructured":"Torgesen J. K., Wagner R. K., Rashotte C. A. (2012). Test of word reading efficiency. Pro-Ed."},{"key":"e_1_3_2_78_1","doi-asserted-by":"crossref","unstructured":"Valentine J. C. Tanner-Smith E. E. Pustejovsky J. E. Lau T. S. (2016). Between-case standardized mean difference effect sizes for single-case designs: A primer and tutorial using the scdhlm web application. Campbell Systematic Reviews 12(1) 1\u201331. https:\/\/doi-org.du.idm.oclc.org\/10.4073\/cmdp.2016.1","DOI":"10.4073\/cmdp.2016.1"},{"key":"e_1_3_2_79_1","doi-asserted-by":"crossref","unstructured":"Van den Broek P. Rapp D. N. Kendeou P. (2005). Integrating memory-based and constructionist processes in accounts of reading comprehension. Discourse Processes 39(2\u20133) 299\u2013316. https:\/\/doi-org.du.idm.oclc.org\/10.1080\/0163853X.2005.9651685","DOI":"10.1080\/0163853X.2005.9651685"},{"key":"e_1_3_2_80_1","doi-asserted-by":"crossref","unstructured":"Vannest K. J. Peltier C. Haas A. (2018). Results reporting in single case experiments and single case meta-analysis. Research in Developmental Disabilities 79 10\u201318. https:\/\/doi.org\/10.1016\/j.ridd.2018.04.029","DOI":"10.1016\/j.ridd.2018.04.029"},{"key":"e_1_3_2_81_1","doi-asserted-by":"publisher","DOI":"10.1177\/0014402915598781"},{"key":"e_1_3_2_82_1","doi-asserted-by":"crossref","unstructured":"Willcutt E. G. Pennington B. F. (2000). Psychiatric comorbidity in children and adolescents with reading disability. Journal of Child Psychology and Psychiatry 41 1039\u20131048. https:\/\/doi.org\/10.1111\/jcpp.2000.41","DOI":"10.1111\/1469-7610.00691"}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194241263649","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/00222194241263649","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194241263649","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T06:41:14Z","timestamp":1777617674000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/00222194241263649"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,8,2]]},"references-count":81,"journal-issue":{"issue":"5","published-print":{"date-parts":[[2025,9]]}},"alternative-id":["10.1177\/00222194241263649"],"URL":"https:\/\/doi.org\/10.1177\/00222194241263649","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,8,2]]}}}