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dc.contributor.advisorHelbling, Joe
dc.contributor.authorClements, Kody
dc.contributor.authorCapodagli, Corinne
dc.date.accessioned2021-04-22T01:12:37Z
dc.date.available2021-04-22T01:12:37Z
dc.date.issued2021
dc.identifier.urihttps://scholars.carroll.edu/handle/20.500.12647/10429
dc.identifier.urihttps://www.youtube.com/watch?v=mlIiYJkDObQ
dc.description.abstractThe question we set out to answer pertains to the effectiveness of bibliotherapy being incorporated into the tiers of the Response to Intervention Strategy (RtI). Bibliotherapy has real world applications, utilized as a method of reading therapy in the treatment of mental or psychological disorders. Our question serves as a springboard to assess the effectiveness of this strategy in the least restrictive environment for elementary aged students who have been classified as needing additional academic or emotional/behavioral support. Using data from peer-reviewed research, we’ll further our understanding on the definition of bibliotherapy and it’s current utilization, coupling this with federal and state special education standards to analyze what additional benefits this may offer and how it could be implemented in the K-8 school system.en_US
dc.language.isoen_USen_US
dc.titleIntegration Of Bibliotherapy In Special Education Interventionsen_US
dc.typePresentationen_US
carrollscholars.object.departmentEducation Programen_US
carrollscholars.object.coursenumberED-228en_US
carrollscholars.object.coursenameChildren's Literatureen_US
carrollscholars.object.majorSpecial and Elementary Educationen_US


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