Dr. Justin Garwood (RESE) has published an article, “Supporting Students With Emotional and Behavioral Disorders’ Comprehension and Reading Fluency” in TEACHING Exceptional Children (TEC).
His article addresses how, in addition to behavior problems, students with emotional and behavioral disorders (EBD) often experience persistent reading difficulties. These struggles in reading become more pronounced in secondary school (grades 6-12) due to the increased rigor of the curriculum. Although the research pertaining to academic interventions for students with EBD in secondary school is limited, there are several promising instructional practices that teachers can use to improve student engagement and reading comprehension. The article describes two effective strategies – student choice of instructional procedures in reading and story mapping to improve narrative text comprehension – that can be utilized to enhance active engagement, reading fluency, and reading comprehension for adolescent students with EBD. Step-by-step instructions, examples, and materials are presented to support instruction.
Justin D. Garwood is an Assistant Professor in the Department of Reading Education and Special Education at Appalachian State University. Dr. Garwood teaches graduate and undergraduate courses in emotional and behavioral disorders (EBD), classroom management, inclusion, and relationship-driven approaches to positive behavior supports. He is a licensed teacher in Special Education K-12 and English Education 7-12, and a certified classroom management professional development workshop facilitator. Dr. Garwood's overarching research goal is focused on improving the educational and life outcomes of students with EBD. To that end, he conducts research on reading and writing interventions for students with EBD, classroom management training, and collaboration between special education teachers and paraprofessionals as they design and carry out functional assessment-based behavioral interventions. Dr. Garwood serves on the editorial boards of the Journal of Emotional and Behavioral Disorders and Learning Disabilities Research and Practice, and his published work can be found in journals such as Exceptional Children, Intervention in School and Clinic, Journal of Early Intervention, Remedial and Special Education, Rural Special Education Quarterly, Teacher Education and Special Education, and TEACHING Exceptional Children.
TEACHING Exceptional Children (TEC) is an official journal of the Council for Exceptional Children. TEC features research-to-practice information and materials for classroom use, as well as current issues in special education teaching and learning. Published six times per year, TEC also brings its readers the latest data on instructional technologies, strategies, procedures, and techniques with applications to students with exceptionalities.