Type of Document	Thesis
Author	Purpura, David James
Author's Email Address	purpura@psy.fsu.edu
URN	etd-07092007-145531
Title	Can Externalizing Behaviors be Altered by and Early Reading Intervention
Degree	Master of Science
Department	Psychology, Department of
Advisory Committee	Advisor Name Title Christopher Lonigan Committee Chair Bryan Loney Committee Member Frank Johnson Committee Member
Keywords	Intervention Emergent Literacy Skills Reading Behavior Inattention
Date of Defense	2007-06-28
Availability	unrestricted
Abstract The purpose of this study was to examine the effects of three academic interventions on behavioral problems in preschool children. The 363 children who participated in this study were randomly assigned to one of four intervention groups or a control group. ANCOVA was used to determine the effectiveness of the academic interventions on both early reading skills and behavior. All three academic interventions were effective in improving their respective emergent literacy skills. Analyses of the interventions’ effects on behavioral problems yielded no significant effect on inattention, hyperactivity/impulsivity, or oppositional behavior. The lack of change in behavior indicates that behavioral problems may not be altered by participation in an effective academic intervention. However, these findings are limited to the period immediately following the intervention, which may not allow sufficient time for changes to develop. Implications for future research regarding these findings are discussed.
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