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This study examined two commonly recommended antecedent interventions—social stories and visual supports—within two single-case alternating treatments designs across five elementary students at risk for emotional and behavioral disorders. Results showed social stories did not improve engagement during targeted activities, while visual supports increased engagement compared with baseline. Future work should assess feasibility for implementation by teaching staff.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Disorders  \nBehavioral Disorders 2020, Vol. 45(4) 207–223  \n© Hammill Institute on Disabilities 2019 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/0198742919874050](DOI: 10.1177/0198742919874050)[ ](DOI: 10.1177/0198742919874050)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nKathleen N. Zimmerman, PhD, BCBA-D 1, Jennifer R. Ledford, PhD, BCBA-D2, Kari L. Gagnon, M Ed2, and Jessica L. Martin, M Ed, BCBA2  \nAbstract  \nAntecedent interventions are often used preventatively to address engagement, but few studies have evaluated their effectiveness with students at risk for disability. This study evaluated the effectiveness of two commonly recommended antecedent interventions that have limited empirical support for use with students at risk: social stories and visual supports. Both interventions were evaluated separately in the context of two single-case alternating treatments designs across five elementary students at risk for emotional and behavioral disorders. Social stories were not effective for improving students’ levels of engagement during targeted activities; visual supports resulted in increases in students’ engagement relative to baseline conditions. Future use of visual supports for students at risk should include evaluations of the feasibility of implementation by teaching staff.  \nKeywords  \nsingle-case experimental design, behavior disorders, behavioral interventions  \nStudents who exhibit problem behavior are at risk for poor academic and social outcomes (Bulotsky-Shearer, Bell, Romero, & Carter, 2012; Crick et al., 2006) . The presence of disruptive behavior in preschool is associated with lower engagement (Harden et al., 2000; Olson & Huza, 1993) that may continue in kindergarten (Searle, Sawyer, MillerLewis, & Baghurst, 2014) . Conversely, high levels of engagement are generally associated with developmental and academic gains (Hofer, Farran, & Cummings, 2013; Howes, Sanders, & Lee, 2008; Vitiello & Williford, 2016; Williford, Vick Whittaker, Vitiello, & Downer, 2013) . Furthermore, task engagement may mitigate the negative future academic outcomes associated with problem behavior for young students (McWayne & Cheung, 2009) . Early intervention to support students’ engagement in classroom activities is particularly important for students exhibiting persistent problem behavior, as these students are at risk for disabilities such as emotional and behavioral disorders (EBD; Searle et al., 2014) . Despite positive outcomes associated with early intervention, students identified as at risk have less access to early intervention services than those with identified developmental and physical disabilities (Fox, Dunlap, & Powell, 2002) .  \nIn addition, unlike students with developmental disabilities, preventive interventions for students at risk for EBDare likely to be implemented by general rather than special education staff, via multitiered systems of support (MTSS)  \nmodels. Although use of MTSS models is supported by research, use of increasingly intensive interventions by general educators is associated with some barriers compared with use of these interventions by specialists (e.g., special educators) . General education teachers have reported they are unfamiliar with most evidence-based practices for students with EBD (Stormont, Reinke, & Herman, 2011) and consequently select interventions based on convenience or familiarity (Gable, Park, & Scott, 2014) . Thus, interventions designed to be implemented in general education classrooms (a) need to prevent the occurrence of problem behavior by increasing engagement and (b) require minimal specialized training or knowledge on behalf of the teacher. Antecedent interventions include practices designed to prevent the occurrence of problem behavior by increasing","cbCaio2ecXozS9eE","https://ap.wps.com/l/cbCaio2ecXozS9eE","pdf",1088965,17,"English","# Abstract\n# Background and Rationale\n## Engagement and Risk for Emotional and Behavioral Disorders\n## Preventive Interventions and Implementation in General Education\n# Social Stories and Visual Supports\n## Social Stories (SS)\n## Visual Supports (VASs and Structured Visuals)\n# Study Approach (Alternating Treatments Designs)","[{\"question\":\"What was the purpose of evaluating social stories and visual supports?\",\"answer\":\"The study aimed to test the effectiveness of two recommended antecedent interventions for improving engagement in students at risk for emotional and behavioral disorders, despite limited prior evidence for these at-risk populations.\"},{\"question\":\"How were the interventions evaluated in the study?\",\"answer\":\"Both interventions were assessed separately using two single-case alternating treatments designs across five elementary students at risk for emotional and behavioral disorders.\"},{\"question\":\"What were the main findings about social stories versus visual supports?\",\"answer\":\"Social stories were not effective for improving engagement during targeted activities, whereas visual supports increased engagement relative to baseline conditions.\"}]","Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders - Behavioral Disorders 2020, Vol. 45(4) 207-223 | PDF",1792080143,43]