Don’t All Students Benefit From Digitally Mediated Interventions?

As digitally mediated intervention (DMI) and other educational technology become increasingly more common in classrooms, it is vital that educators better understand where these tools fit into best practice for students with and at risk for emotional and behavioral disorders (EBD). This comparative case study explored how the behavior of two students with co-occurring reading difficulties and challenging behaviors differed during a DMI reading program and teacher-led reading intervention. Through the use of classroom observations triangulated with a questionnaire and interviews, this study examined the complexities of classroom interactions, engagement, and behavior as reflected on the literacy affordances and behavior supports needed in both settings. Findings suggested that instructional delivery decisions should be individualized based on each student’s strengths and needs.