Presenter(s)

• Caroline Cole, School Psychology Doctoral Student , The University of Tennessee, Knoxville
• Addison Welch, The University of Tennessee, Knoxville
• Chelsea Price, The University of Tennessee, Knoxville
• Amber Shuster, The University of Tennessee, Knoxville
• Robert Richardson, Associate Director of CAREI, University of Minnesota
• Christopher Skinner, Professor, The University of Tennessee, Knoxville

Abstract

Elementary students can have reading and behavioral problems. This study will investigate whether reading or behavioral problems are identified first in a sample of over 9,000 children. For students who experience both problems during elementary school, we expect it will be more likely that reading problems are identified before behavioral problems. These data will inform behavioral interventions and reading skill remediation efforts (e.g., applying positive interventions that are acceptable to students).