Claire E. Verden, West Chester University of Pennsylvania
Peggy Hickman, Arcadia University

This article describes a sixteen-week, read-aloud intervention conducted using culturally and experientially relevant literature with 6 urban middle school youth with emotional and behavioral disorders (EBD), to facilitate prosocial skill development through opportunities for personal reflection and sharing through the use of journaling and group discussions. Key elements of this daily read aloud time included the selection and read aloud of experientially-relevant literature reflecting the lives of the students in the classroom, as well as group discussions and individual journaling related to the story content. Findings from the study indicated that through this intervention, 1) students identified with story main characters and saw them as role models for prosocial choice making in interactions with others; and 2) through opportunities for reflection on story events similar to their lives, students gained insight into pivotal events shaping their own inappropriate behavioral choices, and shared them with the teacher, who was then able to shape more effective functional behavior interventions. Findings provide the context for suggested practices.

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