A survey investigating school psychologists' measurement of treatment integrity in school‐based interventions and their beliefs about its importance

Cochrane, Wendy S.; Laux, John M.

doi:10.1002/pits.20319

Cited by 72 publications

(82 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This yielded a response rate of approximately 10%, which was similar to that of other online surveys of NASP members (for example, see Cochrane & Laux, 2008). It is not known how the exclusion of trainers, students, and private practitioners affected the size of the target sample, but one recent report on NASP membership indicated that of 21,997 paid members, 10,906 (49.58%) reported employment in school settings (Infocus, 2007).…”

Section: Participantsmentioning

confidence: 60%

“…The study was also limited by its reliance on current members of NASP, who may differ from nonmembers; however, recent research suggests that NASP samples are generally representative of school psychologists as a population (Lewis, Truscott, & Volker, 2008). The web-based procedures used for their efficiency and cost-effectiveness yielded a response rate that is low by some standards (Cook, Heath, & Thompson, 2000), but not unusual for online survey research (e.g., Cochrane & Laux, 2008). As such, the sample may not be representative of practicing school psychologists.…”

Section: Limitationsmentioning

confidence: 98%

See 1 more Smart Citation

A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

Sullivan

Long

Kucera

2011

Psychology in the Schools

View full text Add to dashboard Cite

Positive behavior interventions and supports are increasingly utilized in school systems throughout the nation, particularly the school-wide multi-tiered support framework. Given such trends, and the basis of these practices in psychological principles and research, it is important to identify how school psychologists are trained to contribute to such efforts, their involvement in intervention activities, and their perceptions of this approach. We surveyed a national sample of 557 school psychologists regarding their training, involvement, and perceptions of positive behavior supports. The results indicate that although most respondents had a variety of training experiences in multiple behavior-related areas, one quarter did not report receiving any training related to school-wide positive behavior interventions and supports (SWPBIS). Although 35% of school psychologists reported employment in schools implementing SWPBIS, these schools varied in the SWPBIS elements in place. Implications for school psychology training and practice are addressed. C 2011 Wiley Periodicals, Inc.Reducing problem behavior is a key concern for educators across grade levels and settings, with "lack of discipline" consistently identified by professionals and the general public as a considerable school problem (Algozzine & Algozzine, 2010). Although the academic progress of students remains the primary objective of educators, teaching and learning can be hindered substantially by problem behavior, as, for instance, management of inappropriate student behavior has been found to consume as much as 80% of instructional time (Scott, 2001). Unfortunately, traditional methods of school discipline are primarily reactive and punitive, and are regarded ineffective in reducing undesirable student behaviors in schools (Skiba, 2002;Skiba & Peterson, 2000). Researchers suggest that many student behavior problems are the result of unclear expectations, lack of routine, and poor environmental arrangements that can be ameliorated through the application of school-wide positive behavior interventions and supports (SWPBIS), a preventative, multi-tiered systemic framework for behavior support and school discipline (Scott, 2001) that incorporates behavioral principals and practices shown to improve behavior. It is now considered best practice for school discipline (Algozzine & Algozzine, 2010) and implemented in more than 9,000 school systems nationwide (Horner, 2009). Because SWPBIS provides a general framework for behavioral intervention, implementation varies across sites, with certain defining core features, as will be discussed below.The focus of this article is on understanding school psychologists' preparation for and involvement in positive behavior interventions and supports (PBIS), with an emphasis on SWPBIS. First, we review the SWPBIS framework, with an emphasis on the psychological foundations and basic elements for supporting students' behavioral and academic competence. Next, we discuss the processes and roles within the framework, particularl...

show abstract

Section: Participantsmentioning

confidence: 60%

Section: Limitationsmentioning

confidence: 98%

A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

Sullivan

Long

Kucera

2011

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Our practitioners felt that school staff lacked an awareness and understanding of the purpose of intervention integrity, and school staff reported feeling that Heartland was evaluating them. In a recent survey, school psychologists also reported this perceived lack of communication (Cochrane & Laux, 2008). As such, research is needed on how best to integrate integrity monitoring within existing school services without being perceived as evaluative.…”

Section: Lessons Learnedmentioning

confidence: 89%

“…A recent survey of 806 self-selected Nationally Certified School Psychologists (NCSP) was conducted to ascertain whether they measure intervention integrity in school-based interventions as well as their beliefs about its importance School Mental Health (2009) 1:143-153 145 (Cochrane & Laux, 2008). Only 11.3% of the participants reported measuring intervention integrity during the development, monitoring, and evaluation of interventions.…”

Section: School-based Intervention Literaturementioning

confidence: 99%

“…Intervention integrity data are examined in conjunction with student progress data in order to make informed decisions about what instructional, curricular, and environmental practices a student needs to be successful. Often times, intervention integrity data are not collected and analyzed due to perceived difficulty in measuring intervention integrity (Cochrane & Laux, 2008). In these cases, plan evaluation decisions are based solely on progress monitoring data.…”

Section: Problem-solvingmentioning

confidence: 99%

See 1 more Smart Citation

Training School-Based Practitioners to Collect Intervention Integrity Data

Brown

Rahn-Blakeslee

2009

School Mental Health

View full text Add to dashboard Cite

School-based practitioners are often overwhelmed at the idea of collecting and analyzing intervention integrity information. In order for the analysis of intervention integrity data to be feasible for busy staff, the system must support the systematic assessment of intervention integrity. In this article, we describe the process used by an intermediate service agency for the systematic assessment of intervention integrity, as well as the model used for planning and delivering professional learning to school-based practitioners in the area of intervention integrity. The model includes training and ongoing support in the areas of integrity data collection methods, data-based decision making for individuals and small groups, and effective consultation. Strengths and limitations of the model are also discussed.

show abstract

Utilization of Video Modeling Combined With Self‐monitoring to Increase Rates of On‐task Behavior

King

Radley

Jenson

et al. 2014

Behavioral Interventions

View full text Add to dashboard Cite

The study investigated the effectiveness of an intervention package consisting of self‐monitoring and video modeling to increase on‐task behavior during independent seatwork time in math. Four students in either the second or third grade, identified as displaying high rates of off‐task behavior by their classroom teacher, were included in the study. Results showed immediate, large, and durable changes in on‐task behavior for each of the four participants. At baseline, on‐task behavior of the participants while working on independent math assignments was displayed in 47% of the intervals observed. During the intervention, the participants' average rate of on‐task behavior increased to 85% of the intervals observed. Mean Busk and Serlin (1994) effect size for all four participants was 5.60, with a percentage of non‐overlapping data points effect size of 100%. Observations of the participants 3 weeks following the termination of the study showed that the gains in on‐task behavior were maintained. Both teacher and participant feedbacks concerning the use and effectiveness of the intervention package were positive. Results of the investigation suggest that the intervention package may be an effective and socially valid method for addressing off‐task behaviors of students within the classroom. Copyright © 2014 John Wiley & Sons, Ltd.

show abstract

A survey investigating school psychologists' measurement of treatment integrity in school‐based interventions and their beliefs about its importance

Cited by 72 publications

References 6 publications

A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

Training School-Based Practitioners to Collect Intervention Integrity Data

Utilization of Video Modeling Combined With Self‐monitoring to Increase Rates of On‐task Behavior

Contact Info

Product

Resources

About