Small Group Reading Intervention to Support Children with Pervasive Learning and Attention Needs (RISC-PLAN) in the Upper Elementary Grades

The purpose of the research plan is to iteratively develop, refine, and evaluate RISC-PLAN across three phases. During Phase 1 (Years 1 and 2), the PI will iteratively develop RISC-PLAN by adding research-based behavioral supports (such as opportunities to respond, praise, and daily report cards) to an existing reading intervention, Voyager Passport, and examining its feasibility and usability in a series of single-case design studies. RISC-PLAN will be implemented by tutors with small groups of students and data will be collected on fidelity, student engagement, and social validity. The PI will analyze data from the single-case design studies using visual analysis. Based on the results, the intervention, measurement, and fidelity protocols will be refined and finalized for Phase 2. In Phase 2 (Year 3), the PI will conduct a small-scale randomized controlled trial to test the promise of the revised intervention for improving students' reading and behavior outcomes. All students in grades 4 and 5 will be screened for reading and behavior problems. Those who are eligible will be recruited and randomized to receive either RISC-PLAN or business-as-usual instruction. Fidelity will be monitored and there will be ongoing reading progress monitoring. In addition, pre- and post-test outcome measures of students' reading (word reading and comprehension) and behavior (symptoms of attention-deficit/hyperactivity disorder) will be collected. In Phase 3, the PI will conduct analyses to determine the main effect of the intervention on student outcomes and examine potential mediators, such as student engagement, and moderators, such as fidelity of implementation. In addition, the PI will conduct analyses to determine the costs and cost-effectiveness of the intervention.