The Effects of a Targeted Intervention to Reduce Problem Behaviors

Todd, Anne W.; Campbell, Amy; Meyer, G. R.; Horner, Robert H.

doi:10.1177/1098300707311369

Cited by 213 publications

(127 citation statements)

References 13 publications

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“…The research support for CICO is strong and comes largely from single-case research documenting functional relations between tbe implementation of CICO and a reduction in problem bebavior (Campbell & Anderson, 2008;Crone et al, 2010;Hawken, 2006;Hawken & Horner, 2003;Hawken, MacLeod, & Rawlings, 2007;March & Horner, 2002;McCurdy, Kunsch, & Reibstein, 2007;Todd, Kaufman, Meyer, & Horner, 2008) …”

Section: Check-in/check-outmentioning

confidence: 99%

Examining the Evidence Base for School-Wide Positive Behavior Support

Horner¹,

Sugai²,

Anderson³

2010

focusXchild

Self Cite

394

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As the field of education embraces the task of adopting evidence-based practices, ongoing discussion about the standards and format for determining whether an intervention is supported by data on its effectiveness will be appropriate. We propose here six criteria that may be useful in this discussion and .apply these criteria to assessment of Schoolwide Positive Behavior Support (SWPBS). Because multiple systems and practices are combined within a three-tiered behavior support framework, SWPBS presents a complex, though useful, example. We propose that a sufficiently rigorous and voluminous body of scholarship establishes SWPBS as an evidence-based practice for use in public schools, by typical educational personnel, to decrease problem behavior and promote prosocial behavior. Further research is needed, however, to Ijetter assess the breadth, interaction effects with effective intervention, and sustainability of SWPBS implementation and outcomes.

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Section: Check-in/check-outmentioning

confidence: 99%

Examining the Evidence Base for School-Wide Positive Behavior Support

Horner¹,

Sugai²,

Anderson³

2010

focusXchild

Self Cite

394

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“…To be sure, there have been inquiries into the evidence-based practices for creating caring secondary schools for students struggling with behavioral and academic concerns which inform and support the need for relationships to uphold behavior and academic accountability (Cheney et al, 2009;Sinclair, Christenson, Evelo, & Hurley, 1998;Todd, Campbell, Meyer, & Horner, 2008), however few have been framed around purposeful listening to the voices, lived holistic experiences, and perspectives of EC students and teachers. This holds promise if we, as policy makers, philanthropists, administrators, and educators, are to create innovative school structures attending to and fostering meaningful connections and relationships that can contribute significantly to the educational and life outcomes of individuals.…”

Section: Research On Care In the Early Collegementioning

confidence: 99%

“…The PBIS, Office of Special Education Programs, "Tier 2 supports" web page (n.d.) recommends several research-based interventions for students whose behavior is deemed not "responsive to school-wide social behavior expectations." These include Check and Connect ([C&C]; Sinclair, Christenson, Evelo, & Hurley, 1998), Check-In and Check-Out ([CICO]; Todd, Campbell, Meyer, & Horner, 2008), and Check, Connect, and Expect ([CCE]; Cheney et al, 2009). It is important to note that these interventions focus on students having an adult mentor in the school who provides behavioral feedback daily to students at one or more pre-specified points of the day.…”

Section: Situating the Inquiry Alongside Other School Based Innovationsmentioning

confidence: 99%

“…Creating meaningful support structures for teachers is necessary, particularly in light of the emotional toll experienced by teachers committed to educational equity (Cantor, 1998;Chubbuck & Zembylas, 2008;Curry et al, 2008;Fisher, 2009;Timmons Flores, 2007). The stressors experienced by teachers is so significant preventing the attrition of teachers by attending to their wellness, cognitive, social, and emotional needs and healthy boundaries is critical if we are to have an increasingly compassionate, caring community of educators who are able to develop and sustain their commitment to the holistic needs of each student.…”

Section: Implications For Policies Created and Enacted By District Anmentioning

confidence: 99%

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“This is my family outside of my family”: Care-based relating in a model early college high school

Ari

Fisher-Ari

Killacky

et al. 2017

EPAA

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Citation: Ari, O., Fisher-Ari, T. R., Killacky, J., Angel, R. (2017). "This is my family outside of my family": Care-based relating in a model early college high school. Education Policy Analysis Archives, 25(61). http://dx.doi.org/10.14507/epaa.25.2726Abstract: Early college (EC) is a novel educational model in the US that combines high school and college in an effort to increase underrepresented students' access to higher education by providing engaging, hands-on instruction in a supportive learning environment. For this phenomenological inquiry, we sought to understand the role of care-based relating in a model early college by examining how relationships are manifested and experienced at this school. Through 30-45 minute interviews, eleven participants (three sophomores, three seniors, and five teachers) described EC teachers' high level of 1 The research reported in this paper is a result of a partnership sponsored by the University of North Carolina and the North Carolina New School Learning Laboratory Initiative. Vol. 25 No. 61 2 commitment to students' academic success through: (a) responsive instruction in classroom and group contexts; (b) additional learning support for individual students; and (c) varied experiences from traditional school contexts. EC teachers found these efforts fostered student commitment to learning. Additionally, teachers and students noted the extraordinary commitment of EC teachers to the physical, social, and emotional wellbeing of learners demonstrated through: (a) family-like relationships; (b) promoting social and emotional wellbeing through timely advice and intervention; (c) joining students through tragic and intense personal and out-of-school realities; and (d) forming longitudinal connections with students and their families. However, this commitment resulted in teachers taking on significant burden when there was a lack of structural supports available for all learners. Findings hold implications for educational policy and school structuring that can promote educational equity and success through meaningful relationships, responsive practices, wrap-around services for students with out-of-school challenges, and teacher-support structures to ensure the longitudinal development and wellness of teachers, preventing burnout and attrition. Keywords: early college; care-based relating; teacher-student relationships "Esta es mi familia fuera de mi familia": Relación basada en un modelo de cuidado en la escuela secundaria y la universidad Resumen: "Early College" (EC) es un modelo educativo innovador en los Estados Unidos que combina la enseñanza media y la universidad en un esfuerzo para aumentar el acceso de los estudiantes sub-representados a la enseñanza superior, proporcionando instrucciones prácticas e involucradas en un ambiente de aprendizaje de apoyo. Para esta investigación fenomenológica, buscamos comprender el papel de la relación basada en un modelo de cuidado de la universidad al examinar cómo las relaciones se manifiestan y se experimentan en esta escuela....

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“…As such, teachers may need to consider other strategies to support students who have not responded to universal strategies. Strategies may include self-monitoring techniques (Petscher & Bailey, 2006), targeted intervention approaches such as Check in-Check out (Todd, Campbell, Meyer, & Horner, 2008), and systematic specialized intervention such as Priming (Koegel, Koegel, Frea, & Green-Hopkins, 2003).…”

Section: Introductionmentioning

confidence: 99%

Increasing Academic Engagement through Focused Antecedent Modification

Short

2016

JCT

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This article reviews the functional behavior assessment steps followed to develop interventions designed to decrease challenging behavior in the classroom. The implementation of antecedent based interventions generated from data gathered through interviews and observations addressed off-task, call outs and other challenging classroom behaviors. The interventions helped the student learn appropriate replacement behavior that resulted in a decrease in challenging behavior. A discussion and description of the step by step process of developing and implementing an effective antecedent based intervention to address disruptive behavior triggered by the demand of academic tasks is presented.

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The Effects of a Targeted Intervention to Reduce Problem Behaviors

Cited by 213 publications

References 13 publications

Examining the Evidence Base for School-Wide Positive Behavior Support

Examining the Evidence Base for School-Wide Positive Behavior Support

“This is my family outside of my family”: Care-based relating in a model early college high school

Increasing Academic Engagement through Focused Antecedent Modification

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