Effectiveness of an Intervention Strategy for Behavior Modification Among Non-Graded Slow Readers in a Special Education Center
DOI:
https://doi.org/10.5281/zenodo.20126046Keywords:
behavior modification, non-graded slow readers, reading development, intervention strategy, special educationAbstract
Ensuring that all learners thrive within an inclusive education system requires intervention strategies that address both academic and behavioral challenges, particularly for Non-Graded Slow Readers who struggle without formal diagnoses or specialized support. Guided by this need, the present research evaluated the effectiveness of a positive reinforcement intervention in modifying behavior and enhancing reading development among two (2) Non-Graded Slow Readers in a Special Education Center, using teacher-made assessments, structured behavioral observations, and reading performance measures to compare outcomes before and after the intervention. Results revealed marked behavioral improvement, with aggressive behavior decreasing from a mean of 0.67 (Sometimes Aggressive) to 0.11 (Not Aggressive) and prosocial behavior increasing from 1.75 (Often Prosocial) to 2.00 (Often Prosocial), while reading development showed slight progress from a mean of 1.00 (Slow Reader) to 1.05 (Mostly Slow Reader). Teachers rated the intervention’s effectiveness very highly (mean = 5.83), and correlation analyses indicated a moderate negative relationship between child behavior and reading development before implementation, as well as a strong positive relationship between behavior improvement and perceived effectiveness. Consistent with Operant Conditioning principles, the findings confirm that reinforcing desirable behavior reduced aggressive responses and stabilized prosocial actions, demonstrating that rewarded behaviors are more likely to recur. The gradual improvement in reading development suggests that better behavior can create conditions more conducive to academic engagement, and stakeholders recognized meaningful changes in the learners’ conduct and responsiveness, reinforcing the quantitative results. These outcomes demonstrate that positive reinforcement is an effective strategy for shaping adaptive behavior patterns and supporting emerging academic readiness among Non-Graded Slow Readers, highlighting its value within inclusive educational environments.
References
Apiles, V. (2025). Building reading classrooms: Insights from educational service contracting schools in the Philippines. International Journal of Educational Management and Development Studies.
Casingal, J., et al. (2025). A pre-post evaluation of school-based reading intervention on reading fluency and comprehension among struggling readers. Modern Scientific International Journal of Multidisciplinary Research, 8(2), 1–12.
Castro, Q. A, et al. (2025). Frustration readers in senior high school: A case study. RSIS International Journal of Research and Innovation in Social Science, 9(1), 1–10. https://dx.doi.org/10.47772/IJRISS.2024.8120199
Elliott, S. N., & Treuting, M. V. B. (1991). The behavior intervention rating scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29(1), 43–51.
Endo, A. (2024). Reading intervention strategies for struggling readers. HMH Blog. https://www.hmhco.com/blog/reading-intervention-strategies-for-struggling-readers
Ghafar, M. (2023). Using positive reinforcement to enhance student participation in learning activities. Journal of Applied Educational Psychology, 45(1), 55–63.
Kim, Y. G., et al. (2021). What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation. Developmental Psychology, 57(5), 718–732. https://doi.org/10.1037/dev0001167
Ladd, G. W., & Profilet, S. M. (1996). The child behavior scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32(6), 1008–1024.
Lipkin, P. H., & Macias, M. M. (2020). Promoting optimal development: Identifying infants and young children with developmental disorders through developmental surveillance and screening. Pediatrics, 145(1), e20193449. https://doi.org/10.1542/peds.2019-3449
Mpu, Y., & Adu, E. O. (2021). The challenges of inclusive education and its implementation in schools: The South African perspective. Perspectives in Education, 39(2), 225–238. https://doi.org/10.38140/pie.v39i2.4583
Peffer, K. (2023). The positive behavioral effects of reading intervention and social emotional learning [Graduate project]. Grand Valley State University ScholarWorks. https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1338&context=gradprojects
Roberts, G. J., et al. (2019). Problem behaviors and response to reading intervention for upper elementary students with reading difficulties. Remedial and Special Education, 42(3), 169–181. https://doi.org/10.1177/0741932519865263
Sampang, R. (2021). Improving oral reading fluency among struggling readers: L.O.V.E. reading program evaluation. E-Saliksik. https://e-saliksik.deped.gov.ph/l-o-v-e-reading-program-improving-oral-reading-fluency-among-struggling-readers
Şahin, A., & Özçelik, F. C. (2025). Improving the reading skills of students with mild intellectual disabilities through repeated and paired reading techniques. Participatory Educational Research, 12(1), 287–303. https://doi.org/10.17275/per.25.15.12.1
Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. Appleton Century.
SLP Now. (2024). 2025: Current issues and best practices in special education. SLP Now Blog. https://slpnow.com/blog/2025-current-issues-and-best-practices-in-special-education
