Designs for Evaluating Behavior Change

Gresham, Frank M.

doi:10.1007/978-1-4615-5323-6_2

Cited by 10 publications

(1 citation statement)

References 46 publications

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“…In Iwata and colleagues' (1994) epidemiological study, 38% of clients with SIB had a social-negative reinforcement function, 26.3% had a social-positive reinforcement function, 25.7% had an automatic February 1999 / 181 reinforcement function, and the remainder had multiple or uncontrolled functions. There is a considerable body of research, however, suggesting that even highly trained behavior analysts cannot obtain consensus in evaluating single-case data using visual inspection (Gresham, 1998).…”

Section: Issue 4: Criteria For Determining Behavioral Functionmentioning

confidence: 99%

Methodological Issues in Functional Analysis: Generalizability to Other Disability Groups

Gresham

Quinn

Restori

1999

Behavioral Disorders

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Functional assessment is now required for some students under the Individuals with Disabilities Education Act (IDEA) reauthorization provisions to assist in the identification of positive behavioral intervention plans and supports. Functional analysis, the approach to functional assessment that is used to identify the causes of behavior and facilitate the development of such plans, has an extensive history in behavioral theory and practice. However, four methodological issues should be resolved before the field can adopt functional analysis as standard practice in the schools: (1) client characteristics, (2) response classes, (3) analog assessments, and (4) criteria for determining behavioral function. At this time, most of what we know about functional analysis of behavior is based on research with self-injurious behavior conducted with clients having severe and profound mental retardation. Until these methodological issues have been resolved, we must question the use of this technique as outlined in the 1997 amendments to IDEA.

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Section: Issue 4: Criteria For Determining Behavioral Functionmentioning

confidence: 99%

Methodological Issues in Functional Analysis: Generalizability to Other Disability Groups

Gresham

Quinn

Restori

1999

Behavioral Disorders

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Designing effective interventions for children at‐risk for antisocial behavior: An integrated model of components necessary for making valid inferences

Lane

Beebe-Frankenberger

Lambros

et al. 2001

Psychology in the Schools

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Children demonstrating antisocial behavior patterns are at-risk for a host of negative outcomes including school failure, peer and teacher rejection, academic difficulties, and future delinquency. These children are undoubtedly in need of effective and appropriate interventions to address problem areas in both behavioral and academic domains. To ensure that academic and sociobehavioral interventions will be more successful, three main components: (a) social validity, (b) treatment integrity, and (c) generalization and maintenance must be addressed when designing the interventions. The purpose of this article is to (a) describe the pertinent characteristics (e.g., definition, application, and assessment issues) of each of these components as they relate to school-based interventions, and (b) introduce an integrated model that illustrates the interrelatedness of these essential intervention components. © 2001 John Wiley & Sons, Inc.In an effort to understand how to better serve children with learning and behavior problems, the research and teaching communities have been participating in school-based intervention research. The primary focus has been on identifying effective and efficient strategies to either prevent the development of or ameliorate the effects of a specific problem (Bullis & Walker, 1994). Although strides have been taken to link interventions to assessment results, too often the intervention is missing essential components necessary for making accurate interpretations of the intervention outcomes (Lane, Umbreit, & Beebe-Frankenberger, 1999). If the gap between research and practice is to be bridged, consumers of research must be able to affirm that the treatment outcomes are, in fact, attributable to the intervention. Too often, studies report only the research design and the reliability of the dependent variables. Yet, additional information is necessary (e.g., the accuracy with which the independent variable, namely the intervention, is implemented) to confidently conclude that the results are due to the intervention and not other extraneous factors. The purpose of this article is to introduce an integrated model of components necessary for making valid inferences from intervention research. Specifically, the necessity of components such as social validity, treatment integrity, and generalization and maintenance will be discussed.Although these intervention components serve as a core foundation for all intervention research, this article will specifically apply this model to research conducted with children at-risk for antisocial behavior. We find this focus particularly important given that (a) without effective intervention, these children and youth are likely to experience numerous longterm, negative consequences (e.g., academic failure, drop-out, criminality, substance abuse, and welfare services) which result in tremendous costs to society and the individual students themselves (Lane, 1999;Walker, Colvin, & Ramsey, 1995), and (b) there are a substantial number of children who constitute this...

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

Cochrane

Laux

2008

Psychology in the Schools

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A survey of individuals holding the Nationally Certified School Psychologist (NCSP) credential was conducted via the Internet to gather information regarding their measurement of treatment integrity in school‐based interventions and their beliefs about its importance. A sample of 806 self‐selected professionals holding the NCSP credential provided data about the extent to which they measure treatment integrity and the methods they used to measure it when developing interventions via one‐to‐one and group/team consultation. Results showed that 97.6% agreed that measurement of treatment integrity was a key factor to consider and to include when evaluating interventions and when using intervention data for special education eligibility decisions. Few, however, reported regularly documenting it in one‐to‐one (only 11.3%) or group/team consultation (only 1.9%). Recommendations for how school psychologists and other school staff can increase their measurement of treatment integrity in school‐based interventions are offered. © 2008 Wiley Periodicals, Inc.

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Designs for Evaluating Behavior Change

Cited by 10 publications

References 46 publications

Methodological Issues in Functional Analysis: Generalizability to Other Disability Groups

Methodological Issues in Functional Analysis: Generalizability to Other Disability Groups

Designing effective interventions for children at‐risk for antisocial behavior: An integrated model of components necessary for making valid inferences

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

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