In current multi-tier models, students who are not responsive to universal instruction receive supplementary support. Despite most students having co-occurring academic and behavior challenges, their needs are often addressed through separate academic or behavior interventions. This approach may not only be costly for schools, but it also fails to acknowledge the well-documented link between behavior and academic performance. The purpose of this study was to evaluate Academic and Behavior Combined Support (ABC Support), a newly developed supplemental intervention that merges a combined focus on reading fluency and engagement. Six teachers implemented the intervention for 6–8 weeks with Grade 2 students. Students' oral fluency on standard and training reading passages and occurrence of engagement and disruptive behaviors during classroom reading instruction were measured repeatedly across baseline and intervention phases in a multiple-baseline design. Visual and statistical analyses revealed significant improvement from baseline to intervention for both reading and behavior outcomes. Post-intervention surveys and interviews revealed a high level of acceptability among teachers and students. Theoretical and empirical contributions as well as practice implications are addressed.

在当前的多层模型中，对通用教学没有反应的学生会得到补充支持。尽管大多数学生同时面临学业和行为方面的挑战，但他们的需求往往通过单独的学业或行为干预来解决。这种方法不仅对学校来说可能代价高昂，而且也未能承认行为与学业成绩之间有据可查的联系。本研究的目的是评估学业和行为综合支持( ABC Support)，一种新开发的补充干预措施，结合了对阅读流畅性和参与度的综合关注。六名教师对二年级学生实施了 6-8 周的干预。在多基线设计中，跨基线和干预阶段重复测量学生对标准和培训阅读段落的口语流利程度以及课堂阅读教学期间参与和破坏行为的发生。视觉和统计分析显示，阅读和行为结果从基线到干预都有显着改善。干预后的调查和访谈显示，教师和学生的接受度很高。讨论了理论和经验贡献以及实践意义。