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A Practitioner’s Guide to Understanding the Evidence 《从业者理解证据指南》
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/med-psych/9780190843229.003.0003
Johnetta L. Davis
{"title":"A Practitioner’s Guide to Understanding the Evidence","authors":"Johnetta L. Davis","doi":"10.1093/med-psych/9780190843229.003.0003","DOIUrl":"https://doi.org/10.1093/med-psych/9780190843229.003.0003","url":null,"abstract":"A critical element in bridging the research to practice gap is by enhancing practitioner’s ability to identify evidence-based practices. The term evidence-based refers to any practice, intervention, or strategy that is derived from or informed by empirical or data based research. The evidence-based practice model of intervention and decision-making is an approach where practitioners make recommendations based on high-quality research evidence to support the needs of students and teachers to effect positive change. The chapter describes the history of the evidence-based practice movement with respect to educational policy. Next, an overview of empirical research is provided. The description of empirical research includes various types of research designs utilized in school settings (e.g., single-case design, group design) and accompanying quality indicators. The chapter also provides a discussion of the relative strengths of single-case design in identifying evidence-based practice. Finally, the chapter describes the use of resources that practitioners may consult when determining the empirical basis for intervention strategies.","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":"131344005","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
Reductive Interventions 还原的干预措施
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/med-psych/9780190843229.003.0015
Daniel D. Drevon, Michael D. Hixson
{"title":"Reductive Interventions","authors":"Daniel D. Drevon, Michael D. Hixson","doi":"10.1093/med-psych/9780190843229.003.0015","DOIUrl":"https://doi.org/10.1093/med-psych/9780190843229.003.0015","url":null,"abstract":"Schools ordinarily support establishing or increasing target behaviors, for example, increasing the number of letter sounds mastered or the frequency of social initiations; however, supporting the reduction of target behaviors is also an important goal of behavior analytic practice in schools. Although numerous target behaviors may warrant functional assessment and subsequent reduction at the individual level (e.g., aggression, self-injurious behavior), this chapter focuses on describing the implementation of and research outcomes related to reductive interventions designed to help teachers decrease disruptive, inappropriate, off-task, or problem behavior in general education classrooms. Reductive interventions describe strategies that explicitly target reduced levels of a target behavior. These interventions may be implemented to address chronic problem behaviors that may have been unresponsive to other positive interventions. The chapter describes various reductive strategies that may be implemented at a Tier I level, such as time-out, think time, and structured recess.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"26 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":"121497697","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
Self-Management 自我管理
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/med-psych/9780190843229.003.0018
A. Briesch, Aberdine R. Donaldson, Noora Abdulkerim
{"title":"Self-Management","authors":"A. Briesch, Aberdine R. Donaldson, Noora Abdulkerim","doi":"10.1093/med-psych/9780190843229.003.0018","DOIUrl":"https://doi.org/10.1093/med-psych/9780190843229.003.0018","url":null,"abstract":"Within the literature, the term self-management has been used to refer generally to a number of methods that can be used to help children manage their own behavior (e.g. self-regulation, self-modeling). The focus in this chapter, however, is more specifically on those interventions in which, at the core, students are taught to observe and record their own behavior, or what has been called self-monitoring. This chapter discusses various ways in which self-management may be used as a Tier II intervention for students with identified behavioral needs. Although this intervention approach may be used with students across all grade levels, there are important modifications that must be made in order to ensure developmental appropriateness, which are discussed later in the chapter. The chapter begins, however, by outlining the various intervention components that may be combined to form a comprehensive self-management intervention.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"43 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":"124410162","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
General Model of Service Delivery for School-Based Interventions 以学校为本的干预服务提供的一般模式
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/MED-PSYCH/9780190843229.003.0007
Stephen P. Kilgus, Nathaniel Embse
{"title":"General Model of Service Delivery for School-Based Interventions","authors":"Stephen P. Kilgus, Nathaniel Embse","doi":"10.1093/MED-PSYCH/9780190843229.003.0007","DOIUrl":"https://doi.org/10.1093/MED-PSYCH/9780190843229.003.0007","url":null,"abstract":"Substantial research has been devoted to various models of intervention delivery within school systems. Multi-tiered systems of support (MTSS) is an educational service-delivery model in which all students are provided academic and behavioral supports that are matched to need and skill level. A key feature of MTSS frameworks is the ongoing use of data to inform treatment (i.e., intervention) decisions of increasing intensity. That is, MTSS frameworks are tiered models that provide universal (Tier I), secondary (Tier II), and tertiary (Tier III) supports that are explicitly matched to student need. Students’ responsiveness to interventions are then monitored in determining whether students require alternative supports of differing intensity. MTSS, in which intervention intensity is increased dependent on failure to respond to interventions of lesser intensity, has been found to be an effective intervention delivery model. The chapter describes the implementation of MTSS, including specific applications within a Positive Behavioral Interventions and Supports (PBIS) model and Response to Intervention model. Finally, the chapter presents a general data-based problem-solving model that can be utilized to evaluate intervention effect across all levels of support.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"37 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":"131689953","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
Tier III Basics 第三层基础
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/med-psych/9780190843229.003.0023
Renee O. Hawkins, Tai A. Collins, Carla Luevano, Amanda Faler
{"title":"Tier III Basics","authors":"Renee O. Hawkins, Tai A. Collins, Carla Luevano, Amanda Faler","doi":"10.1093/med-psych/9780190843229.003.0023","DOIUrl":"https://doi.org/10.1093/med-psych/9780190843229.003.0023","url":null,"abstract":"Within multi-tiered systems of support (MTSS), including Positive Behavioral Intervention and Supports (PBIS) and Response to Intervention (RTI) models, Tier III represents the most intense level of intervention. Interventions at Tier III are highly individualized, with a specific student in mind, and carefully consider the context of behavior, including function, for intervention planning. Given the intense and individualized nature of Tier III interventions, it follows that these efforts are reserved for students with the most significant needs. It estimated that 1%–5% of students require Tier III intervention for behavior. This chapter describes the distinguishing features of Tier III, discusses issues related to the transition from Tier II to Tier III, overviews appropriate assessment and progress-monitoring methods, outlines effective intervention approaches, and provides general guidelines for implementation of Tier III services.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"30 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":"130277218","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 Collaboration and Consultation 行为协作与咨询
Handbook of Behavioral Interventions in Schools Pub Date : 2019-03-01 DOI: 10.1093/MED-PSYCH/9780190843229.003.0008
M. Gormley, Rachel E. Meisinger, S. Sheridan
{"title":"Behavioral Collaboration and Consultation","authors":"M. Gormley, Rachel E. Meisinger, S. Sheridan","doi":"10.1093/MED-PSYCH/9780190843229.003.0008","DOIUrl":"https://doi.org/10.1093/MED-PSYCH/9780190843229.003.0008","url":null,"abstract":"School consultation is a service delivery model that increases the potential of school-based interventionists to provide services to children. This is due to consultation’s indirect nature and emphasis on training consultees. In a consultative model, a consultant (e.g. school psychologist) works with a consultee (e.g. teacher) who will deliver an intervention to a child. The chapter describes the relative advantages of such practices, such as efficiency, improved outcomes for students, enhancement in knowledge of consultees, and fostering of family-school partnerships. The chapter presents a model for behavioral consultation, with considerations that should be made in order to enhance the effectiveness of consultation. In particular, elements of sincerity, trust, communication, and partnership are described. Following, the chapter describes both traditional behavioral consultation and conjoint behavioral consultation.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"114 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":"116468719","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
Graphing Data and Visual Analysis 图表数据和可视化分析
Handbook of Behavioral Interventions in Schools Pub Date : 1900-01-01 DOI: 10.1093/MED-PSYCH/9780190843229.003.0005
Keith C. Radley, Evan H. Dart
{"title":"Graphing Data and Visual Analysis","authors":"Keith C. Radley, Evan H. Dart","doi":"10.1093/MED-PSYCH/9780190843229.003.0005","DOIUrl":"https://doi.org/10.1093/MED-PSYCH/9780190843229.003.0005","url":null,"abstract":"As previously described, single-case design has several advantages in the evaluation of evidence-based practices and for the evaluation of the effects of interventions in applied settings. Following collection of data, data are typically graphed in order to determine the effects of an intervention on student behavior. However, recent research has determined that the manner in which graphs are constructed is likely to impact the decisions that visual analysts make regarding the effect of an intervention. As such, it is important that graphs be constructed in a manner that minimizes potential for error. This chapter describes quality indicators for graphs, and discusses analysis- and aesthetic-altering elements of graphs. In particular, the chapter describes two analysis-altering elements that must be considered when constructing graphs: scaling of the y-axis and the data points per x- to y-ratio (DPPXYR). Finally, the chapter describes how to conduct visual analysis. Six elements are discussed: changes in level, trend, and variability, consistency across similar conditions, overlap across adjacent phases, and immediacy of intervention effects.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131151613","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: 2
Social Skills and Bullying Prevention Programs 社会技能和欺凌预防项目
Handbook of Behavioral Interventions in Schools Pub Date : 1900-01-01 DOI: 10.1093/med-psych/9780190843229.003.0014
Samuel Y. Song, M. Zochowski, Wynn Tashman, Stephanie A Houle, B. Doll
{"title":"Social Skills and Bullying Prevention Programs","authors":"Samuel Y. Song, M. Zochowski, Wynn Tashman, Stephanie A Houle, B. Doll","doi":"10.1093/med-psych/9780190843229.003.0014","DOIUrl":"https://doi.org/10.1093/med-psych/9780190843229.003.0014","url":null,"abstract":"Students’ lack of social skills is associated with interruptions in classroom instruction; educator ineffectiveness and burnout; social withdrawal, isolation, and peer rejection, which can lead to aggressive and violent behavior; and problems establishing successful relationships with peers and adults. Deficits in social skills often lead to problem behaviors within school systems, such as bullying. The negative consequences of bullying have been well documented and include school absenteeism, poor academic achievement, heightened anxiety, depression, and loneliness. This chapter describes evidence-based social skills interventions and bullying prevention programs that may be implemented at a school-wide or class-wide level. Additionally, the chapter discusses problems associated with generalization of social skills and bullying prevention programs, and how these problems may be overcome.","PeriodicalId":404909,"journal":{"name":"Handbook of Behavioral Interventions in Schools","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121085252","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
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