A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention

Bruhn, Allison L.; Lane, Kathleen Lynne; Hirsch, Shanna E.

doi:10.1177/1063426613476092

Cited by 102 publications

(104 citation statements)

References 46 publications

(108 reference statements)

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“…First, although we conducted two different electronic searches as well as ancestral searches of three different literature reviews (Bruhn et al, 2014;Carter et al, 2011;Hawken et al, 2014), we did not hand search individual journals. Thus, it is possible we inadvertently missed articles that could have been included in this review.…”

Section: Discussionmentioning

confidence: 99%

“…Because that review included intervention studies with goal-setting components, we retrieved electronically all 81 articles reviewed by Carter et al Finally, currently published reviews on Tier 2 interventions (Bruhn, Lane, & Hirsch, 2014) and CICO (Hawken, Bundock, Kladis, O'Keeffe, & Barrett, 2014) were examined for additional articles that were not found in the first three searches. Tier 2 reviews were selected over Tier 3 given (a) their overlap in content found in the electronic searches, and (b) goal setting has been recommended for use as a low-intensity, resource-efficient, Tier 2 intervention (Lane, Menzies, Bruhn, & Crnobori, 2011;McDaniel, Bruhn, & Mitchell, 2015).…”

Section: Methods Article Search and Selection Proceduresmentioning

confidence: 99%

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Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Bruhn

McDaniel

Fernando

2016

Behavioral Disorders

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Students with persistent behavior problems, including those with or at risk for emotional or behavioral disorders, often struggle to be self-regulated learners. To improve self-regulation skills, numerous strategies have been suggested, including goal setting. Whereas goal setting has focused mostly on academic and life skills, behavioral goal setting has received less attention, particularly in terms of determining best practices for effective goal setting in school-based interventions. Thus, the purpose of this review was to examine the existing literature on interventions using behavioral goal setting alone and behavioral goal setting as part of a multicomponent intervention for students with persistent behavior problems. Findings from 40 studies are discussed in terms of participants, setting, design, measures, intervention components, and outcomes with a specific focus on directions for future research and implications for practice.▪ The term "self-determination" has been used to describe a multitude of behaviors and beliefs that help people live independent, self-directed lives (Wehmeyer & Field, 2007). Carter, Lane, Crnobori, Bruhn, and Oakes (2011) reviewed the literature on self-determination interventions aimed at improving this broad group of metacognitive skills for students with and at risk for emotional or behavioral disorders (EBD). Interventions in their review focused on a range of skills, including making choices and decisions, problem-solving activities, goal setting, promoting self-advocacy skills, self-awareness, self-knowledge, self-assessment, and self-regulation. The most commonly studied self-determination strategy, according to their review, was self-regulation.

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Section: Discussionmentioning

confidence: 99%

Section: Methods Article Search and Selection Proceduresmentioning

confidence: 99%

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Bruhn

McDaniel

Fernando

2016

Behavioral Disorders

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“…CICO is also one of the most researched (Bruhn, Lane, and Hirsch 2014) and utilised (Rodriguez, Loman, and Borgmeier 2016) behavioural interventions implemented within SWPBIS. However, maintaining the positive effects gained as a result of CICO support is not known.…”

Section: Adhd Symptoms and Inclusion With Pbismentioning

confidence: 99%

Inclusion of pupils with ADHD symptoms in mainstream classes with PBS

Karhu

Närhi

Savolainen

2017

International Journal of Inclusive Education

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Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention deficit hyperactivity disorder (ADHD) in mainstream teaching. Using an experimental, multiple-baseline, single-case design, we examined the effects of Check-in Check-out (CICO) support on changes in the behaviour of two pupils who displayed ADHD-type behaviours. The key features of CICO are brief morning and afternoon meetings with an adult, the use of a daily report card (DRC), regular positive feedback during the day, and parental involvement. This study examined if behavioural gains made during the implementation of CICO support can be maintained. Visual data analysis revealed differences in two CICO-ending strategies on maintenance in pupils with ADHD symptoms. The results suggest that consistent universal positive behaviour support (PBS) systems together with additional behavioural support can facilitate the successful inclusion of pupils observed by teachers to have even severe disruptive behaviours in a mainstream learning environment.

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“…Research has shown CICO to be effective in reducing problem behavior with elementary and middle school students (Bruhn, Lane, & Hirsch, 2014;Cheney et al, 2009;Fairbanks, Sugai, Guardino, & Lathrop, 2007;Filter et al, 2007;Hawken, 2006;Hawken, Bundock, Kladis, O'Keeffe, & Barrett, 2014;Hawken & Horner, 2003;Hawken, MacLeod, & Rawlings, 2007;March & Horner, 2002;McCurdy, Kunsch, & Reibstein, 2007;Miller, Dufrene, Sterling, Olmi, & Bachmayer, 2015;Todd, Kaufman, Meyer, & Horner, 2007). In a recent review of 28 studies evaluating CICO, the intervention was found to decrease observed problem behavior, improve academic engagement or work completion, improve the percentage of DPR points, and reduce Office Discipline Referrals (ODRs; Hawken et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings

MacLeod

Hawken

O’Neill

et al. 2016

JEI

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Secondary level or Tier 2 interventions such as the Check-in Check-out (CICO) intervention effectively reduce problem behaviors of students who are non-responsive to school-wide interventions. However, some students will not be successful with Tier 2 interventions. This study investigated the effects of adding individualized function-based support for four students with disabilities who were not successful in general education settings while receiving only a secondary level intervention. Results indicated that the combination of secondary and individualized function-based interventions effectively decreased problem behavior for all participants. Teachers and students rated the interventions as acceptable and effective. Research and practice implications are discussed.

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A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention

Cited by 102 publications

References 46 publications

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Inclusion of pupils with ADHD symptoms in mainstream classes with PBS

Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings

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