We created and tested a family-based intervention with 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’ 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’s 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- U, 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.

中文翻译：

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针对有阅读和行为困难的早期小学生的家庭干预：试点研究


我们针对有阅读和行为困难的一年级和二年级儿童的家庭创建并测试了一种基于家庭的干预措施，以调查其对文本理解的影响。 Family-RISE（支持参与的阅读干预）根据家长、阅读专家和行为专家的意见开发，将基于证据的实践与有效的行为支持相结合，以增强学生对叙事文本的了解，从而最大限度地提高学生的参与度并最大限度地减少破坏性行为帮助父母成功参与共享故事书阅读。我们使用多基线设计评估了 Family-RISE 对儿童叙事文本理解的影响。 Family-RISE 和叙事文本理解之间建立了函数关系，表明 Family-RISE 显着提高了叙事文本理解。此外，所有对的不重叠、Tau-U 和标准平均差异效应大小都被认为很大，有利于干预。家属表示，该干预措施实用性强、实施可行、社会有效。这些发现强调了 Family-RISE 干预措施的前景，以及制定同时支持在这些领域同时出现困难的儿童的阅读和行为的干预措施的价值。