Students with and at-risk for academic and behavioral challenges often have low levels of academic engagement. Providing instructional choice is one way to increase engagement in the classroom. In this study, we replicated and extended previous inquiry by investigating the effects of across-activity choices offered by third-grade teachers during reading instruction to participating students with behavioral (one with internalizing and two with internalizing and externalizing patterns) and academic needs. Using a standardized professional development module, teachers learned to implement instructional choice during reading instruction while collecting direct observation data on a student’s academic engagement. Teachers implemented practices with integrity and collected momentary time sampling data for one student in their classroom with high levels of reliability. Results of a withdrawal design indicated a functional relation between the introduction of instructional choice and increases in the academic engagement for the three students. Teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Limitations and future directions are presented.

中文翻译：

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赋予教师低强度策略的能力以支持教学：在三年级阅读教学中实施跨活动选择

面对学术和行为挑战并有风险的学生，其学术参与度通常较低。提供教学选择是增加课堂参与度的一种方法。在这项研究中，我们通过调查三年级老师在阅读教学中对行为（其中一个有内在化，两个有内在化和外化化模式）和学术需求的参与学习的学生提供的跨活动选择的影响，来重复和扩展先前的探究。通过使用标准化的专业发展模块，教师学会了在阅读教学过程中实施教学选择，同时收集有关学生学术投入的直接观察数据。老师们以诚信的方式实施了实践，并以很高的可靠性为教室中的一名学生收集了瞬时时间采样数据。退学设计的结果表明，教学选择的引入与三名学生学术投入的增加之间存在功能关系。老师和学生将干预目标，程序和结果评为可接受。介绍了局限性和未来方向。