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Selecting appropriate measures to make decisions about child response to intervention is a key concern. The most commonly used assessment tool in response to intervention (RTI) models is curriculum-based measurement (CBM). However, an issue related to the use of CBM is the identification of measures that are of similar difficulty. To the degree that variation in performance across measurement occasions can be attributed to anything other than student learning, errors in judgment about student RTI may be made. The purpose of this study was to examine the accuracy and efficiency of using a single CBM passage for progress monitoring at key intervals during individual reading intervention compared to using several passages that had been individually equated. Results indicated that decisions made based on a standard passage did not differ from decisions made based on scores obtained on the individually equated passages but were much more cost efficient.

AimsThe purpose of this 1‐year case study was to identify how School‐Wide Positive Behavioral Interventions and Supports (SW‐PBIS) can be adapted to meet the needs of students in alternative schools and to evaluate the early impact of SW‐PBIS on discipline outcomes.MethodsSuggestions for adaptations are provided at each stage of the intervention process with a focus on buy‐in, training, data collection, and resource allocation.ResultsData from this case study included information about key components of the implementation process as well as initial outcomes. Process data revealed the importance of stakeholder buy‐in, training opportunities, and potential adaptations to the framework. Outcome data from the first year of implementation indicated that the number of incident reports did not significantly differ from the baseline; however, there was a reduction in defiance‐related behaviors and an increase in on‐task behaviors.ConclusionThis study contributes to the determination of the efficacy of SW‐PBIS in a historically more punitive environment. Given the initial positive response and lessons learned, it is believed that, with the support of additional Tier 2 and Tier 3 interventions, SW‐PBIS may be an appropriate framework to support students in alternative schools.

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This research examined the risk and protective factors of responders and non-responders to a school-wide implementation of positive behavioral interventions and supports (SW-PBIS) within an alternative school. Students completed self-perception measures of individual, school, community, and home systems. Multivariate analysis of variance indicated a statistically significant difference between responders and non-responders on the individual and school systems models. Direct logistic regression indicated that within these models, hostility, destructive expression of anger, depression, academic self-concept, attitude to teachers, and attitude to school each made a significant contribution in identifying responders and nonresponders. Findings suggest that factors at the individual and school levels may be crucial in identifying individuals who respond to SW-PBIS. Interventions that target specific risk factors may improve responsiveness to SW-PBIS in alternative schools.