Three-tier models of reading and behavior.

Stewart, Rachel; Martella, Ronald C.; Marchand-Martella, Nancy E.; Benner, Gregory J.

doi:10.1037/h0100308

Cited by 25 publications

(28 citation statements)

References 34 publications

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“…Research suggests that high-quality intervention grounded in EBPs is likely to result in positive outcomes for young children with ASD (e.g., Wong et al, 2014). Nonetheless, many EBPs have failed to change the behavior of one or more participants in research studies (e.g., Stewart, Benner, Martella, & Marchand-Martella, 2007). Practitioners may need more information about which EBPs are likely to be effective for changing a specific target behavior, given the heterogeneity of the population and variation in intervention contexts.…”

mentioning

confidence: 99%

Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions?

Ledford

King

Harbin

et al. 2016

Focus Autism Other Dev Disabl

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Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements, implementers, social partners, target behaviors, and treatment components. Differential success rates are reported, given the variation in study and participant characteristics (e.g., implementers, treatment components, participant age). Environmental arrangement, social skills training, and prompting were highly successful, and peer training, priming, and video-based interventions were less successful. More evidence is needed, particularly research including older individuals and utilizing indigenous implementers and typical social partners.

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mentioning

confidence: 99%

Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions?

Ledford

King

Harbin

et al. 2016

Focus Autism Other Dev Disabl

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“…While the primary features of PBIS implementation are the same regardless of instructional level and setting, implementation in high schools is complicated by contextual factors such as the focus on graduation requirements, supporting the transition from high school to post-school education and employment, and the unique social and emotional needs of PBIS IN HIGH SCHOOLS adolescents (Flannery, Frank, Kato, Doren, & Fenning, 2013). Further, few studies have focused on the effects of PBIS implementation at all 3 tiers in schools at any instructional level (Stewart, Benner, Martella, & Marchand-Martella, 2007). Understanding that the primary student variables that are associated with high school completion include attendance, behavior, and academic performance (Balfanz, Herzog, & Mac Iver, 2007;Hammond, Linton, Smink, & Drew, 2007), there is a need for in-depth research about how PBIS implementation and evidence-based social/emotional skills development can be implemented in high schools and improve student outcomes as they move into adulthood.…”

Section: Outcome Research Of Pbis Implementationmentioning

confidence: 99%

Positive Behavioral Interventions and Supports in High Schools: A Case Study From New Hampshire

Malloy

Bohanon

Francoeur

2018

Journal of Educational and Psychological Consultation

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The quality of a school's social environment is critically related to student outcomes, including academic performance, attendance, student behavior, and high school completion rates. New Hampshire engaged in a dropout prevention initiative between 2006 and 2012 that focused on implementation of the multi-tiered Positive Behavioral Interventions and Supports (PBIS) framework combined with an intensive, student-driven school-to-adult life transition intervention for the highest-need youth. This paper presents a case study of how one high school in the New Hampshire dropout prevention project implemented PBIS at all three tiers of support: schoolwide, targeted, and intensive. The case study includes a description of practices implemented by the school, school and student level outcomes pre-and post-implementation, and successes and challenges experienced by the school staff. The discussion ends with recommendations for practice and research of PBIS implementation in high schools. 2 PBIS IN HIGH SCHOOLS Positive Behavioral Interventions and Supports in High Schools: A Case Study from New Hampshire There is a critical link between social and emotional health and a child's readiness and ability to learn (Zins, Weissberg, Wang, & Walberg, 2004). While school reform has been a national priority for nearly three decades, concerns remain among policy makers and educators that our education system is not adequately meeting the social, emotional, and academic needs of all students (

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“…Tiered evidence-based strategies should be employed to improve the school system's capacity to support these students in mainstreamed placements using more intensive behavioral supports, rather than punitive or exclusionary management strategies (Evans, Harden, & Thomas, 2004;Farmer et al, 2007). A recent review identified 12 three-tiered behavioral intervention models with research support, suggesting that there are a number of evidence-based options for schools to choose from, including the widely diffused School-wide Positive Behavioral Support model (Stewart, Benner, Martella, & Marchand-Martella, 2007). Second, efforts should be made to support the implementation of evidence-based practices shown to improve the outcomes of children placed in REPs, as well as to avoid practices that are known to be ineffective (Simpson, Peterson, & Smith, 2011;Sutherland et al, 2008).…”

Section: Implications For Policy and Practicementioning

confidence: 99%

Restrictive educational placements increase adolescent risks for students with early‐starting conduct problems

Powers

Bierman

Coffman

2015

Child Psychology Psychiatry

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Background Students with early-starting conduct problems often do poorly in school; they are disproportionately placed in restrictive educational placements outside of mainstream classrooms. Although intended to benefit students, research suggests that restrictive placements may exacerbate the maladjustment of youth with conduct problems. Mixed findings, small samples, and flawed designs limit the utility of existing research. Methods This study examined the impact of restrictive educational placements on three adolescent outcomes (high-school non-completion, conduct disorder, depressive symptoms) in a sample of 861 students with early-starting conduct problems followed longitudinally from kindergarten (age 5-6). Causal modeling with propensity scores was used to adjust for confounding factors associated with restrictive placements. Analyses explored the timing of placement (elementary vs. secondary school) and moderation of impact by initial problem severity. Results Restrictive educational placement in secondary school (but not in elementary school) was iatrogenic, increasing the risk of high-school non-completion and the severity of adolescent conduct disorder. Negative effects were amplified for students with conduct-problem behavior with less cognitive impairment. Conclusions To avoid harm to students and to society, schools must find alternatives to restrictive placements for students with conduct problems in secondary school, particularly when these students do not have cognitive impairments that might warrant specialized educational supports.

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Three-tier models of reading and behavior.

Cited by 25 publications

References 34 publications

Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions?

Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions?

Positive Behavioral Interventions and Supports in High Schools: A Case Study From New Hampshire

Restrictive educational placements increase adolescent risks for students with early‐starting conduct problems

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