Addressing Instructional Avoidance With Tier II Supports

Anderson, Cynthia M.; Turtura, Jessica; Parry, M. J.

doi:10.1080/15377903.2013.778772

Cited by 2 publications

(1 citation statement)

References 55 publications

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“…The availability of brief and psychometrically defensible measures that allow for intervention evaluation is paramount when determining student progress and responsiveness in tiered models of service delivery (Chafouleas et al, 2007). Within targeted intervention settings, decisions must be made both for individual students and across groups of students (Anderson, Turtura, & Parry, 2013). Educators must decide whether a student would benefit from a Tier II intervention and which intervention is most appropriate for that student.…”

Section: Implications For Practicementioning

confidence: 99%

Sensitivity to change and concurrent validity of direct behavior ratings for academic anxiety.

Embse¹,

Scott²,

Kilgus³

2015

School Psychology Quarterly

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Multitiered frameworks of service delivery have traditionally underserved students with mental health needs. Whereas research has supported the assessment and intervention of social and academic behavior across tiers, evidence is limited with regard to mental health concerns including internalizing behaviors (e.g., anxiety and depression). In particular, there is a notable shortage of brief anxiety assessment tools to be used for progress monitoring purposes. Moreover, traditional omnibus rating scale approaches may fail to capture contextually dependent anxiety. The purpose of the present investigation is to examine the sensitivity to change and concurrent validity of Direct Behavior Ratings (DBR; Chafouleas, Riley-Tillman, & Christ, 2009; Chafouleas, Riley-Tillman, & Sugai, 2007) of anxiety and traditional rating scales in measuring academic anxiety directly before, during, and after a potentially anxiety provoking stimulus. Research was conducted with 115 undergraduate students in a Southeastern university. Results indicated significant relationships between DBRs and pre- and postmeasures of anxiety. Change metrics suggested an overall lack of correspondence between DBR and the criterion measure, with DBR scales detecting greater change both across the testing situation and participants. The use of DBR for anxiety is considered within a multitiered, problem-solving framework. Feasibility and limitations associated with implementation are discussed.

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Section: Implications For Practicementioning

confidence: 99%