Skip to main content
SpringerLink
Log in

Intervention Research for Students with Co-occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies

Journal of Behavioral Education (2023)Cite this article

Abstract

This systematic review and synthesis summarizes intervention research for Grade K-12 students with a reading difficulty and co-occurring inattention to identify (a) the relevant intervention literature base, (b) the student, study, and intervention characteristics of these studies, (c) the effects of these interventions on reading and behavior outcomes, and (d) the collateral impact of reading interventions and behavior interventions on behavior outcomes and reading outcomes, respectively. Our search process yielded 14 eligible studies. Findings suggest that word reading instruction is associated with improved word reading outcomes and self-monitoring and function-based interventions are associated with improved student behavior. No study measured a collateral effect for reading or behavior interventions. Future reading intervention research is needed to better understand how to improve the reading and behavior outcomes for Grade K-12 students with a reading difficulty and co-occurring inattention. A PRISMA-compliant abstract can be found at https://osf.io/5v8ke/?view_only=d78b4cdc7eb946ae997df91e08fe2809.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Fig. 1

References

  • References marked with an asterisk (*) indicate studies included in the synthesis.

  • *Bouck, E. C., Truckenmiller, A., Bone, E., & Flanagan, S. (2021). Comparing the effectiveness of reading modifications on comprehension accuracy and reading comprehension rate. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 194–205.

    Article  Google Scholar 

  • Briesch, A. M., Chafouleas, S. M., Nissen, K., & Long, S. (2020). A review of state-level procedural guidance for implementing multitiered systems of support for behavior (MTSS-B). Journal of Positive Behavior Interventions, 22(3), 131–144.

    Article  Google Scholar 

  • *Bruhn, A., & Watt, S. (2012). Improving behavior by using multicomponent self-monitoring within a targeted reading intervention. Behavioral Disorders, 38(1), 3–17.

    Article  Google Scholar 

  • *Bruhn, A. L., Vogelgesang, K., Fernando, J., & Lugo, W. (2016). Using data to individualize a multicomponent, technology-based self-monitoring intervention. Journal of Special Education Technology, 31(2), 64–76.

    Article  Google Scholar 

  • Burns, M. K., Riley-Tillman, T. C., & VanDerHeyden, A. M. (2012). RTI applications: Academic and behavioral interventions (Vol. 1). Guilford Press.

    Google Scholar 

  • Carroll, J. M., Maughan, B., Goodman, R., & Meltzer, H. (2005). Literacy difficulties and psychiatric disorders: Evidence for comorbidity. Journal of Child Psychology and Psychiatry, 46(5), 524–532.

    Article  PubMed  Google Scholar 

  • *Carroll, R. A., Joachim, B. T., St. Peter, C. C., & Robinson, N. (2015). A comparison of error-correction procedures on skill acquisition during discrete-trial instruction. Journal of Applied Behavior Analysis, 48(2), 257–273.

    Article  PubMed  Google Scholar 

  • *Cho, S. J., & Blair, K. S. C. (2017). Using a multicomponent function-based intervention to support students with attention deficit hyperactivity disorder. The Journal of Special Education, 50(4), 227–238.

    Article  Google Scholar 

  • Cho Blair, K. S., Park, E. Y., & Kim, W. H. (2021). A meta-analysis of Tier 2 interventions implemented within school-wide positive behavioral interventions and supports. Psychology in the Schools, 58(1), 141–161. https://doi.org/10.1002/pits.22443

    Article  Google Scholar 

  • Chronis, A. M., Jones, H. A., & Raggi, V. L. (2006). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology Review, 26(4), 486–502.

    Article  PubMed  Google Scholar 

  • 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 behavioral interventions: Evidence for a transactional relationship. Behavioral Disorders, 38(1), 38–56.

    Article  Google Scholar 

  • *Cullen, J., Keesey, S., & Alber-Morgan, S. R. (2013). The effects of computer-assisted instruction using Kurzweil 3000 on sight word acquisition for students with mild disabilities. Education and Treatment of Children, 36(2), 87–103.

    Article  Google Scholar 

  • DuPaul, G. J., Eckert, T. L., & Vilardo, B. (2012). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis 1996–2010. School Psychology Review, 41(4), 387–412.

    Article  Google Scholar 

  • Engelmann, S., Haddox, P., Hanner, S., & Osborn, J. (2002). Corrective reading thinking basics. Science Research Associates/McGraw-Hill.

    Google Scholar 

  • Ennis, R. P. (2016). Using self-regulated strategy development to help high school students with EBD summarize informational text in social studies. Education and Treatment of Children, 39(4), 545–568.

    Article  Google Scholar 

  • Fabiano, G. A., Pelham, W. E., Jr., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140.

    Article  PubMed  Google Scholar 

  • *Flores, M. M., & Ganz, J. B. (2007). Effectiveness of direct instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays. Focus on Autism and Other Developmental Disabilities, 22(4), 244–251.

    Article  Google Scholar 

  • Freeman, R., Miller, D., & Newcomer, L. (2015). Integration of academic and behavioral MTSS at the district level using implementation science. Learning Disabilities: A Contemporary Journal, 13(1), 59–72.

    Google Scholar 

  • Goldston, D. B., Walsh, A., Mayfield Arnold, E., Reboussin, B., Sergent Daniel, S., Erkanli, A., Nutter, D., Hickman, E., Palmes, G., Snider, E., & Wood, F. B. (2007). Reading problems, psychiatric disorders, and functional impairment from mid-to late adolescence. Journal of the American Academy of Child & Adolescent Psychiatry, 46(1), 25–32. https://doi.org/10.1097/01.chi.0000242241.77302.f4

    Article  Google Scholar 

  • Harrison, J. R., Soares, D. A., Rudzinski, S., & Johnson, R. (2019). Attention deficit hyperactivity disorders and classroom-based interventions: Evidence-based status, effectiveness, and moderators of effects in single-case design research. Review of Educational Research, 89(4), 569–611.

    Article  Google Scholar 

  • *Hook, C. L., & DuPaul, G. J. (1999). Parent tutoring for students with attention-deficit/hyperactivity disorder: Effects on reading performance at home and school. School Psychology Review, 28(1), 60–75.

    Article  Google Scholar 

  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179.

    Article  Google Scholar 

  • *Idler, A. M., Mercer, S. H., Starosta, L., & Bartfai, J. M. (2017). Effects of a mindful breathing exercise during reading fluency intervention for students with attentional difficulties. Contemporary School Psychology, 21(4), 323–334.

    Article  Google Scholar 

  • Institute of Education Sciences. (2020). What works clearinghouse standards handbook (Version 4.1). https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-Standards-Handbook-v4-1-508.pdf

  • *Janney, D. M., Umbreit, J., Ferro, J. B., Liaupsin, C. J., & Lane, K. L. (2013). The effect of the extinction procedure in function-based intervention. Journal of Positive Behavior Interventions, 15(2), 113–123.

    Article  Google Scholar 

  • Jitendra, A. K., DuPaul, G. J., Someki, F., & Tresco, K. E. (2008). Enhancing academic achievement for children with attention deficit hyperactivity disorder: Evidence from school-based intervention research. Developmental Disabilities Research Reviews, 14, 325–330.

    Article  PubMed  Google Scholar 

  • Kadesjo, C., Hagglof, B., Kadesjo, B., & Gillberg, C. (2003). Attention-deficit-hyperactivity disorder with and without oppositional defiant disorder in 3- to 7-year-old children. Developmental Medicine and Child Neurology, 45, 693–699. https://doi.org/10.1017/S0012162203001282

    Article  PubMed  Google Scholar 

  • Karande, S., Bhosrekar, K., Kulkarni, M., & Thakker, A. (2009). Health-related quality of life of children with newly diagnosed specific learning disability. Journal of Tropical Pediatrics, 55(3), 160–169. https://doi.org/10.1093/tropej/fmn099

    Article  PubMed  Google Scholar 

  • Kratochwill, T. R., Horner, R. H., Levin, J. R., Machalicek, W., Ferron, J., & Johnson, A. (2021). Single-case design standards: An update and proposed upgrades. Journal of School Psychology, 89, 91–105.

    Article  PubMed  Google Scholar 

  • 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(4), 212–227. https://doi.org/10.1177/019874291303800404

    Article  PubMed  PubMed Central  Google Scholar 

  • Lyon, G. R. (1996). The state of research. In S. Cramer & W. Ellis (Eds.), Learning disabilities: Lifelong issues (pp. 3–61). Paul H. Brooks.

    Google Scholar 

  • 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), 436–451.

    Article  PubMed  Google Scholar 

  • Maggin, D. M., Barton, E., Reichow, B., Lane, K., & Shogren, K. A. (2021). Commentary on the what works clearinghouse standards and procedures handbook (v. 4.1) for the Review of Single-Case Research. Remedial and Special Education. Advance online publication

  • Mayes, S. D., & Calhoun, S. L. (2007a). Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychology, 13, 469–493. https://doi.org/10.1080/09297040601112773

    Article  PubMed  Google Scholar 

  • Mayes, S. D., & Calhoun, S. L. (2007b). Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychology, 13(6), 469–493.

    Article  PubMed  Google Scholar 

  • *McCain, A. P., & Kelley, M. L. (1994). Improving classroom performance in underachieving preadolescents: The addictive effects of response cost to a school-home note system. Child & Family Behavior Therapy, 16(2), 27–41.

    Article  Google Scholar 

  • McGrath, L. M., Pennington, B. F., Shanahan, M. A., Santerre-Lemmon, L. E., Barnard, H. D., Willcutt, E. G., DeFries, J. C., & Olson, R. K. (2011). A multiple deficit model of reading disability and attention-deficit/hyperactivity disorder: Searching for shared cognitive deficits. Journal of Child Psychology and Psychiatry, 52(5), 547–557. https://doi.org/10.1111/j.1469-7610.2010.02346.x

    Article  PubMed  Google Scholar 

  • National Center on Intensive Intervention. (2013). Implementing intensive intervention: Lessons learned from the field. U.S. Department of Education, Office of Special Education Programs.

    Google Scholar 

  • Parker, R. I., Vannest, K. J., & Davis, J. L. (2011a). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35, 303–322.

    Article  PubMed  Google Scholar 

  • Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011b). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299.

    Article  PubMed  Google Scholar 

  • Pliszka, S. R. (1998). Comorbidity of attention-deficit/hyperactivity disorder with psychiatric disorder: An overview. Journal of Clinical Psychiatry, 59(Suppl. 7), 50–58.

    PubMed  Google Scholar 

  • Posner, K., Melvin, G. A., Murray, D. W., Gugga, S. S., Fisher, P., Skrobala, A., & CunninghamVitielloAbikoffGhumanKollins, C. B. H. B. J. K. S. (2007). Clinical presentation of attention-deficit/hyperactivity disorder in preschool children: The Preschoolers with Attention-Deficit/Hyperactivity Disorder Treatment Study (PATS). Journal of Child and Adolescent Psychopharmacology, 17, 547–562. https://doi.org/10.1089/cap.2007.0075

    Article  PubMed  Google Scholar 

  • Pustejovsky, J. E., Chen, M., & Swan, D. M. (2021). Single-case effect size calculator (Version 0.5.2) [Web application]. Retrieved from https://jepusto.shinyapps.io/SCD-effect-sizes/

  • Pyle, K., & Fabiano, G. A. (2017). Daily report card intervention and attention deficit hyperactivity disorder: A meta-analysis of single-case studies. Exceptional Children, 83(4), 378–395.

    Article  Google Scholar 

  • Reid, R., Trout, A., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 7(4), 361–377.

    Google Scholar 

  • Rohatgi, A. (2022). WebPlotDigitizer (Version 4.6) [Computer software]. Retrieved from http://arohatgi.info/WebPlotDigitizer

  • Roberts, G., Rane, S., Fall, A.-M., Denton, C. A., Fletcher, J. M., & Vaughn, S. (2015). The impact of intensive reading intervention on level of attention in middle school students. Journal of Clinical Child & Adolescent Psychology, 44(6), 942–953.

    Article  Google Scholar 

  • 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, 17–47.

    Article  Google Scholar 

  • 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, 169–181.

    Article  PubMed  Google Scholar 

  • Sexton, C. C., Gelhorn, H., Bell, J., & Classi, P. (2012). The co-occurrence of reading disorder and ADHD: Epidemiology, treatment, psychosocial impact, and economic burden. Journal of Learning Disabilities, 45(6), 538–564. https://doi.org/10.1177/0022219411407772

    Article  PubMed  Google Scholar 

  • *Schmitt, A. J., McCallum, E., Hale, A. D., Obeldobel, E., & Dingus, K. (2009). Can text-to-speech assistive technology improve the reading comprehension of students with severe reading and emotional disabilities? Journal of Evidence-Based Practices for Schools, 10(2), 95–115.

    Google Scholar 

  • *Shimabukuro, S. M., Prater, M. A., Jenkins, A., & Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22(4), 397–414.

    Google Scholar 

  • *Stahr, B., Cushing, D., Lane, K., & Fox, J. (2006). Efficacy of a function-based intervention in decreasing off-task behavior exhibited by a student with ADHD. Journal of Positive Behavior Interventions, 8(4), 201–211.

    Article  Google Scholar 

  • Stewart, A. A., & Austin, C. R. (2020). Reading interventions for students with or at risk of attention-deficit/hyperactivity disorder: A systematic review. Remedial and Special Education, 41(6), 352–367.

    Article  Google Scholar 

  • Tamm, L., Denton, C. A., Epstein, J. N., Schatschneider, C., Taylor, H., Arnold, L. E., Bukstein, O., Anixt, J., Koshy, A., Newman, N. C., Maltinsky, J., Brinson, P., Loren, R. E. A., Prasad, M. R., Ewing-Cobbs, L., & Vaughn, A. (2017). Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 85(5), 434–446.

    Article  PubMed  PubMed Central  Google Scholar 

  • Vannest, K. J., & Ninci, J. (2015). Evaluating intervention effects in single-case research designs. Journal of Counseling & Development, 93(4), 403–411.

    Article  Google Scholar 

  • Wei, X., Yu, J. W., & Shaver, D. (2014). Longitudinal effects of ADHD in children with learning disabilities or emotional disturbances. Exceptional Children, 80(2), 205–219.

    Article  Google Scholar 

  • Whitford, D. K., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2013). Implementation of a single comprehensive function-based intervention across multiple classrooms for a high school student. Education and Treatment of Children, 36, 147–167.

    Article  Google Scholar 

  • Wilens, T. E., Biederman, J., Brown, S., Tanguay, S., Monuteaux, M. C., Blake, C., & Spencer, T. J. (2002). Psychiatric comorbidity and functioning in clinically referred preschool children and school-age youths with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 41(3), 262–268.

    Article  Google Scholar 

  • Willcutt, E. G. (2012). The prevalence of DSM-IV attention-deficit/hyperactivity disorder: A meta-analytic review. Neurotherapeutics, 9(3), 490–499. https://doi.org/10.1007/s13311-012-0135-8

    Article  PubMed  PubMed Central  Google Scholar 

  • Willcutt, E. G., Nigg, J. T., Pennington, B. F., Solanto, M. V., Rohde, L. A., Tannock, R., Loo, S. K., Carlson, C. L., McBurnett, K., & Lahey, B. B. (2012). Validity of DSM-IV attention deficit/hyperactivity disorder symptom dimensions and subtypes. Journal of Abnormal Psychology, 121(4), 991–1010. https://doi.org/10.1037/a0027347

    Article  PubMed  PubMed Central  Google Scholar 

  • Willcutt, E. G., & Pennington, B. F. (2000). Psychiatric comorbidity in children and adolescents with reading disability. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(8), 1039–1048.

    Article  PubMed  Google Scholar 

  • Willcutt, E. G., Pennington, B. F., Olson, R. K., Chhabildas, N., & Hulslander, J. (2005). Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: In search of the common deficit (Comparative Study Research Support, U.S. Gov’t, P.H.S.). Developmental Neuropsychology, 27(1), 35–78.

    Article  PubMed  Google Scholar 

Download references

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324B190010 to the University of Denver and Grant R324B210020 to Lehigh University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Author information

Authors and Affiliations

  1. Department of Teaching and Learning Sciences, Morgridge College of Education, The University of Denver, 1999 E. Evans Ave, Denver, CO, 80210, USA

    Garrett J. Roberts, Ekta Ghosh & Senaida Mehmedovic

  2. Department of Education and Human Services, College of Education, Lehigh University, 111 Research Drive, Bethlehem, PA, 18015, USA

    Esther R. Lindström, Kimberly A. McFadden & Mohammad Bahadori Fallah

  3. School of Education, University of California Riverside, 1207 Sproul Hall, Riverside, CA, 92521, USA

    Zaira Jimenez

Authors
  1. Garrett J. Roberts
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Esther R. Lindström
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Zaira Jimenez
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Ekta Ghosh
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Senaida Mehmedovic
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Kimberly A. McFadden
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Mohammad Bahadori Fallah
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Garrett J. Roberts.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and Permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Roberts, G.J., Lindström, E.R., Jimenez, Z. et al. Intervention Research for Students with Co-occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies. J Behav Educ (2023). https://doi.org/10.1007/s10864-023-09517-5

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10864-023-09517-5

Keywords

search

Navigation