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Handbook of Behavioral Interventions in Schools最新文献

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Intervention Integrity 干预的完整性
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/med-psych/9780190843229.003.0009
Melissa A. Collier‐Meek, Emily R. DeFouw, Kaitlin M. Gould
{"title":"Intervention Integrity","authors":"Melissa A. Collier‐Meek, Emily R. DeFouw, Kaitlin M. Gould","doi":"10.1093/med-psych/9780190843229.003.0009","DOIUrl":"https://doi.org/10.1093/med-psych/9780190843229.003.0009","url":null,"abstract":"In order for interventions to produce the desired outcome, it is necessary that they be implemented as researched and designed. School-based practitioners, however, should not assume that interventions will always be implemented as intended by teachers and other school personnel. The chapter begins by defining intervention integrity, or the degree to which an intervention is implemented as designed. Next, the chapter provides an overview of methods for the assessment of intervention integrity. Critical steps discussed include operationalization of intervention steps, determining relevant dimensions of integrity, selecting an assessment method, and developing a rating scheme. Methods for collection and evaluation of integrity data are discussed, as well as strategies for promoting intervention integrity.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125170064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Tier II Basics 第II层基础
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/MED-PSYCH/9780190843229.003.0016
Amy Campbell, B. Rodriguez, Kristen S. Schrauben
{"title":"Tier II Basics","authors":"Amy Campbell, B. Rodriguez, Kristen S. Schrauben","doi":"10.1093/MED-PSYCH/9780190843229.003.0016","DOIUrl":"https://doi.org/10.1093/MED-PSYCH/9780190843229.003.0016","url":null,"abstract":"Schools are charged with the challenge of addressing the complex social and academic needs of an increasingly diverse student body, while simultaneously facing reductions in funding, resources, and personnel. Schools are in need of effective and efficient behavioral support strategies to meet the needs of a wide range of students. Although Tier I strategies are essential to prevent many challenging behaviors, some students may require additional intervention and support. Tier II interventions are one mechanism for providing the additional support within an MTSS framework. This chapter defines the critical features of Tier II interventions and provides guidelines for implementing a range of interventions. The chapter also addresses issues related to the transition from Tier I to Tier II.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115038954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Whole-School PBIS Rules and Rewards Systems 全校PBIS规则和奖励制度
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/med-psych/9780190843229.003.0012
Adam B. Feinberg, J. VanLone
{"title":"Whole-School PBIS Rules and Rewards Systems","authors":"Adam B. Feinberg, J. VanLone","doi":"10.1093/med-psych/9780190843229.003.0012","DOIUrl":"https://doi.org/10.1093/med-psych/9780190843229.003.0012","url":null,"abstract":"The purpose of the following chapter is to review Positive Behavioral Intervention and Support (PBIS) framework and how it address teaching and recognizing expected behavior in schools. The construct of PBIS is a prevention framework and problem-solving approach for delivering a continuum of supports to schools, classrooms, and individual students. PBIS emphasizes the prevention of challenging behaviors. This chapter focuses on school-wide PBIS (SWPBIS), and describes four essential elements of effective SWPBIS: outcomes, data-based decision-making, systems, and practices. The chapter then describes the implementation of SWPBIS. Specifically, strategies for defining and teaching expectations, recognizing expected behavior, and responding to inappropriate student behavior are discussed. Finally, the chapter provides direction in building and sustaining implementation.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130151066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Selected Social-Emotional Learning Interventions 选择社会情绪学习干预
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/MED-PSYCH/9780190843229.003.0022
F. Gresham, Shelby Byrd, Kaitlin Cassidy
{"title":"Selected Social-Emotional Learning Interventions","authors":"F. Gresham, Shelby Byrd, Kaitlin Cassidy","doi":"10.1093/MED-PSYCH/9780190843229.003.0022","DOIUrl":"https://doi.org/10.1093/MED-PSYCH/9780190843229.003.0022","url":null,"abstract":"\u0000 Social skills, or social-emotional skills, are interchangeable terms used to describe an individual’s ability to perform social behaviors, as well as regulate and express emotions appropriately. Substantial correlational and longitudinal research evidence indicates that children and youth’s social-emotional competencies are related to positive adjustment outcomes and inversely related to a number of problem behaviors. Although social skills training is frequently implemented as a preventive measure at Tier I and a targeted intervention at Tier II, some students may require more targeted and individualized social skills instruction in order to improve target skills. The chapter describes evidence-based practices for addressing small group social skill needs, as well as the adaptation of various evidence-based social skills curricula.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128009119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Behavioral Interventions 行为干预
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1002/(issn)1099-078x
{"title":"Behavioral Interventions","authors":"","doi":"10.1002/(issn)1099-078x","DOIUrl":"https://doi.org/10.1002/(issn)1099-078x","url":null,"abstract":"Behavior does not occur in a vacuum—there are many environmental factors and events that contribute to the occurrence of behavior. When developing an intervention to address the behavior of students, it is critical to first consider the events in close temporal proximity to the behavior of interest. In this chapter, the authors discuss antecedent-behavior-consequent relations and how to effectively modify behavior in one of three ways: manipulating antecedents to behavior, altering the consequences of a behavior, and teaching replacement or alternative forms of the behavior. Further, the chapter provides a review of principles of operant conditioning: positive reinforcement, negative reinforcement, positive punishment, and negative punishment. Finally, the chapter provides an overview of key instructional strategies, such as imitation training, chaining, and shaping.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128287214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 39
Peer-Mediated Interventions Peer-Mediated干预
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/MED-PSYCH/9780190843229.003.0019
Evan H. Dart, Lauren Mckinley, Kate A. Helbig
{"title":"Peer-Mediated Interventions","authors":"Evan H. Dart, Lauren Mckinley, Kate A. Helbig","doi":"10.1093/MED-PSYCH/9780190843229.003.0019","DOIUrl":"https://doi.org/10.1093/MED-PSYCH/9780190843229.003.0019","url":null,"abstract":"Peer-mediated interventions reduce teacher implementation demand by capitalizing on the abundance of students within school settings who may be trained to function as interventionists. Recent meta-analyses have identified peer-mediated interventions as empirically based for addressing challenging behaviors in students. This chapter describes various types of peer-mediated interventions that may be utilized to address student behavior. Specifically, peer management and peer modeling are introduced and described in order to provide practitioners with alternative behavior intervention options within Tier II of an MTSS framework. Additionally, this chapter provides practitioners with a framework for identifying student interventionists and describes practical and ethical issues that are unique to peer-mediated behavioral interventions.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128878759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
School-Home Notes and Daily Behavior Report Cards 学校家庭笔记和日常行为报告卡
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/med-psych/9780190843229.003.0021
Faith G. Miller, Sarah Wollersheim-Shervy, Alexandria C. Muldrew
{"title":"School-Home Notes and Daily Behavior Report Cards","authors":"Faith G. Miller, Sarah Wollersheim-Shervy, Alexandria C. Muldrew","doi":"10.1093/med-psych/9780190843229.003.0021","DOIUrl":"https://doi.org/10.1093/med-psych/9780190843229.003.0021","url":null,"abstract":"School-Home Note (SHN) and Daily Behavior Report Card (DBRC) programs are a highly effective intervention approach to improving children and adolescents’ behavior at school. These terms, while not exactly synonymous, have both been used in the research literature to describe a similar approach to intervention. That is, SHN and DBRC programs can be thought of as a class of interventions that capitalize on three key elements: (1) providing frequent behavioral feedback, (2) utilizing contingency management procedures, and (3) increasing collaboration between home and school environments. The chapter describes strategies for development and implementation of SHNs and DBRCs, as well as highlighting the use of technology to increase the feasibility of these strategies.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"74 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132794246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Check-In/Check-Out 签入/签出
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/MED-PSYCH/9780190843229.003.0017
Kevin J. Filter
{"title":"Check-In/Check-Out","authors":"Kevin J. Filter","doi":"10.1093/MED-PSYCH/9780190843229.003.0017","DOIUrl":"https://doi.org/10.1093/MED-PSYCH/9780190843229.003.0017","url":null,"abstract":"When implementing multi-tiered systems of support (MTSS) for behavior in K–12 schools, it is important to identify interventions that are effective at each tier, but it is also crucial to identify interventions that match the level of the problem in terms of intensity and resources allocated to solving the problem. Tier II interventions in MTSS systems are designed to support the behavior of 5%–15% of students in a school that are at risk. One of the most well-developed, evidence-based, and efficient Tier II behavioral interventions is Check-in/Check-out (CICO). CICO (also known as the Behavior Education Program) was designed to reduce the behavioral problems of students who are not responding to Tier I intervention strategies. This chapter describes recent research and provides a detailed how-to guide for implementation of CICO.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115818075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Group Contingencies 群体突发事件
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/med-psych/9780190843229.003.0011
Tai A. Collins, Renee O. Hawkins, Kamontá Heidelburg, Keisha L. Hill
{"title":"Group Contingencies","authors":"Tai A. Collins, Renee O. Hawkins, Kamontá Heidelburg, Keisha L. Hill","doi":"10.1093/med-psych/9780190843229.003.0011","DOIUrl":"https://doi.org/10.1093/med-psych/9780190843229.003.0011","url":null,"abstract":"Group contingencies describe interventions in which a reward is delivered to a group of individuals based on meeting a predetermined target level of performance. Group contingencies have repeatedly been found to be effective in modifying student behavior. Not only are group contingences effective, but they also have several logistical advantages over individual contingencies. Namely, the delivery of a common consequence to a group of individuals increases efficiency, the use of peers as change agents increases positive peer pressure for appropriate behavior, group contingencies are flexible, and they allow access to a variety of reinforcers. Three different types of group contingencies are described. Finally, specific examples of group contingencies are provided. This includes the Good Behavior Game, Positive Peer Reporting, and Mystery Motivator.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116525463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
What Is Behavior? 什么是行为?
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/MED-PSYCH/9780190843229.003.0001
Christopher M. Furlow
{"title":"What Is Behavior?","authors":"Christopher M. Furlow","doi":"10.1093/MED-PSYCH/9780190843229.003.0001","DOIUrl":"https://doi.org/10.1093/MED-PSYCH/9780190843229.003.0001","url":null,"abstract":"Prior to implementing interventions, practitioners must first develop definitions of behavior that are objective. This chapter first provides a definition of behavior and provides three criteria for determining whether something is a behavior: it is demonstrated by a living organism, in interaction with the environment, and the interaction results in measurable change within the environment. Next, the chapter outlines how practitioners should develop operational definitions of behaviors of interest. Then, the chapter provides a description of the dead man’s test, a heuristic that practitioners often utilize when determining if something qualifies as a behavior suitable for intervention. Finally, the chapter describes the meaningful operant dimensions of behavior, such as frequency, duration, latency, and magnitude.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126289279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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