This overview describe Multitiered system of support (MTSS) as a conceptual framework for organizing service delivery to students.
This overview describe Multitiered system of support (MTSS) as a conceptual framework for organizing service delivery to students.
The purpose of this paper is to describe methodological issues related to the independent variable in early intervention research. Three standards related to the independent variable are proposed:
LeLAURIN, K. A. T. H. R. Y. N., & Wolery, M. (1992). Research standards in early intervention: Defining, describing, and measuring the independent variable. Journal of Early Intervention, 16(3), 275-287.
Examined the effect of social skills intervention on the frequency of positive peer interaction (PI) in 4 moderately hearing-impaired preschool children (aged 5.5 yrs to 5.10 yrs).
Antia, S., & Kreimeyer, K. (1988). Maintenance of positive peer interaction in preschool hearing-impaired children. The Volta Review.
This paper outline the rationale, critical dimensions, and techniques for using peer micronorms and discuss technical adequacy considerations.
Bell, S. H., & Barnett, D. W. (1999). Peer micronorms in the assessment of young children: Methodological review and examples. Topics in Early Childhood Special Education, 19(2), 112-122.
Bellon, J. J., Bellon, E. C., & Blank, M. A. (1992). Teaching from a research knowledge base: A development and renewal process. Merrill.
Six issues presented in this presentation are (1) The definitional issue (2) The effectiveness issue (3) The domain issue (4) The measurement issue (5) The professional development issue (6) The system issue
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
This study is a meta-analysis of the research on the impact of comprehensive school reform (CSR) on student achievement. The research summarizes the specific effects of 29 widely implemented models.
Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of educational research, 73(2), 125-230.
The goal of this paper is to estimate the extent to which there is differential attrition based on teachers' value-added to student achievement.
Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008). Who leaves? Teacher attrition and student achievement. Working Paper No. 14022. Cambridge, MA: National Bureau of Economic Research. Retrieved from https://www.nber.org/papers/w14022
This paper summarizes the results of a retrospective review of generalization in the context of social skills research with preschool children.
Chandler, L. K., Lubeck, R. C., & Fowler, S. A. (1992). Generalization and maintenance of preschool children's social skills: A critical review and analysis. Journal of Applied Behavior Analysis, 25(2), 415-428.
The oral reading of 65 first-graders experiencing difficulties in beginning reading was observed during primary reading instructional time. Findings indicate most instruction for struggling readers was not aligned with recent research on preventing reading difficulties, and even struggling readers receiving reading instruction aligned with best practices are making minimal progress.
Chard, D. J., & Kameenui, E. J. (2000). Struggling first-grade readers: The frequency and progress of their reading. The Journal of Special Education, 34(1), 28-38.
Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative, practical, and grounded in research.
Chard, D. J., Harn, B. A., Sugai, G., Horner, R. H., Simmons, D. C., & Kame’enui, E. J. (2008). Core features of multi-tiered systems of reading and behavioral support. In C. R. Greenwood, T. R. Kratochwill, & M. Clemens (Eds.), Schoolwide prevention models: Lessons learned in elementary schools (pp. 31–58). New York, NY: Guildford Press.
This clinically wise and pragmatic book presents a systematic approach for treating any form of childhood anxiety using proven exposure-based techniques.
Chorpita, B. F. (2007). Modular cognitive-behavioral therapy for childhood anxiety disorders. Guilford Press.
At this manual level of analysis, practitioners may choose from a variety of specific treatment programs that have demonstrated their efficacy in research trials.
Chorpita, B. F., Becker, K. D., & Daleiden, E. L.. (2007). Understanding the common elements of evidence-based practice: Misconceptions and clinical examples. Journal of the American Academy of Child and Adolescent Psychiatry, 46(5), 647–652.
In this 26th volume of Advances in Learning and Behavioral Disabilities we address one of the most important educational reforms of recent years evidence-based practices (EBPs).
Cook, B. G., Tankersley, M., & Landrum, T. J. (Eds.). (2013). Evidence-based practices in learning and behavioral disabilities: The search for effective instruction (Vol. 26). Bingley, UK: Emerald Group Publishing.
Two studies were conducted with children who displayed behavior problems to evaluate the effects of task preference, task demands, and adult attention on child behavior.
Cooper, L. J., Wacker, D. P., Thursby, D., Plagmann, L. A., Harding, J., Millard, T., & Derby, M. (1992). Analysis of the effects of task preferences, task demands, and adult attention on child behavior in outpatient and classroom settings. Journal of Applied Behavior Analysis, 25(4), 823-840.
The present interpretation of construct validity is not “official” and deals with some areas where the Committee would probably not be unanimous. The present writers are solely responsible for this attempt to explain the concept and elaborate its implications.
Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological bulletin, 52(4), 281–302.
Analysis of the problems, theory, and design of sampling techniques for social scientists, industrial managers, and others who find statistics increasingly important in their work. Only college algebra assumed. Illustrated with dozens of actual large-scale surveys in government and industry. "The 'bible' of sampling statisticians."
Deming, W. E. (1966). Some theory of sampling. North Chelmsford, MA: Courier Corporation.
This study uses data collected in the intervention classrooms of Head Start REDI (Research- based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children’s social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support.
Domitrovich, C. E., Gest, S. D., Jones, D., Gill, S., & DeRousie, R. M. S. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly, 25(3), 284-298.
The authors concluded that early intensive behavioral intervention was associated with large to moderate improvements in IQ (intelligence quotient) and adaptive behavior in children with autism compared to no intervention or eclectic treatment.
Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology, 38(3), 439-450.
This paper identified and discussed some of the more pressing challenges and associated ethical dilemmas of implementing EBP in social work and strategies to manage them, in the hopes of affirming that the process of EBP is both feasible and practicable.
Farley, A. (2009). The challenges of implementing evidence based practice: ethical considerations in practice, education, policy, and research. Social Work & Society, 7(2), 246-259.
The purpose of this Brief is to define the variables a state or large district leadership team may wish to consider as they determine if they are “ready” to invest in the scaling-up of innovation in education.
Fixsen, D. L., Blase, K. A., Horner, R., & Sugai, G. (2009). Readiness for Change. Scaling-Up Brief. Number 3. FPG Child Development Institute.
The failure of better science to readily produce better services has led to increasing interest in the science and practice of implementation. The results of recent reviews of implementation literature and best practices are summarized in this article.
Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on social work practice, 19(5), 531-540.
CASL's general goal is to identify instructional practices that accelerate the learning of K-3 children with disabilities. A specific goal is to identify and understand the nature of nonresponsiveness to generally effective instruction.
Fuchs, D., & Fuchs, L. S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents. Teaching Exceptional Children, 38(1), 57-61.
In this article, we explain important features of RTI, why it has been promoted as a substitute for IQ-achievement discrepancy, and what remains to be understood before it may be seen as a valid means of LD identification.
Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it?. Reading research quarterly, 41(1), 93-99.
The purpose of this study was to evaluate the effects of three active responding techniques (i.e., hand raising, choral responding, the response card) on student participation and ontask behavior in preschool children with attending problems.
Godfrey, S. A., Grisham-Brown, J., Schuster, J. W., & Hemmeter, M. L. (2003). The Effects of Three Techniques on Student Participation with Preschool Children with Attending Problems. Education & Treatment of Children, 26(3).
This executive summary discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability.
Gresham, F. (August, 2001). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. Executive summary. Paper presented at the 2001 Learning Disabilities Summit: Building a Foundation for the Future, Washington, DC. Retrieved from https://files.eric.ed.gov/fulltext/ED458755.pdf
This paper discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability.
Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. Identification of learning disabilities: Research to practice, 467519.
The purpose of this chapter is to present the evolution of the response to intervention (RTI) concept and discuss how that concept can be and is being used to provide more effective services to children and youth with both academic and social/behavioral difficulties
Gresham, F. M. (2007). Evolution of the response-to-intervention concept: Empirical foundations and recent developments. In Handbook of response to intervention (pp. 10-24). Springer, Boston, MA.
This principal's guide to implementing Response to Intervention (RTI) for elementary and middle school reading emphasizes the critical role administrators play in ensuring RTI success in their schools. The author makes recommendations for putting the RTI process in motion and helps school leaders:
Hall, S. L. (Ed.). (2007). Implementing response to intervention: A principal's guide. Thousand Oaks, CA: Corwin Press.
This report and podcast examines the scientific basis for how to teach reading to children. This investigation reveals how children learn to read, emphasizing the five critical components of reading instruction.
Hanford, E, (2018). Hard Words: Why aren’t kids being taught to read? American Public Media (APM). Retrieved from https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read
This book gives researchers and professionals the means to break this frustrating cycle, crafted by authors who have not only been there and done that, but can explain in-depth how to replicate the method
Harlacher J., Sakelaris T., Kattelman N. (2014) Practitioner’s guide to curriculum-based evaluation in reading. New York, NY: Springer.
The authors review the status, strength, and quality of evidence-based practice in child and adolescent mental health services.
Hoagwood, K., Burns, B. J., Kiser, L., Ringeisen, H., & Schoenwald, S. K. (2001). Evidence-based practice in child and adolescent mental health services. Psychiatric services, 52(9), 1179-1189.
Conducted a meta-analysis of 58 studies (1960–1984) on the early prediction of learning problems that reported correlations between measures administered in kindergarten or 1st-grade and reading achievement later in elementary school.
Horn, W. F., & Packard, T. (1985). Early identification of learning problems: A meta-analysis. Journal of Educational Psychology, 77(5), 597.
This report presents final 1999 data on U.S. deaths and death rates according to demographic and medical characteristics. Trends and patterns in general mortality, life expectancy, and infant and maternal mortality are also described.
Hoyert, D. L., Kochanek, K. D., & Murphy, S. L. (1999). Deaths: final data for 1997. Natl Vital Stat Rep, 47(19), 1-104.
This study was designed to draw on clinical practice as a way of identifying priority areas for child and adolescent psychotherapy research.
Kazdin, A. E., Siegel, T. C., & Bass, D. (1990). Drawing on clinical practice to inform research on child and adolescent psychotherapy: Survey of practitioners. Professional Psychology: Research and Practice, 21(3), 189.
A survey of eighteen reports of evaluations at close, and seventeen at follow-up, was compared with similar evaluations of untreated children. Two-thirds of the evaluations at close, and three-quarters at follow-up, showed improvement.
Levitt, E. E. (1957). The results of psychotherapy with children: an evaluation. Journal of Consulting Psychology, 21(3), 189.
Evidence concerning the appropriateness of defector control groups is conflicting, but it is still probable that such a group yields a suitable baseline for the evaluation of psychotherapy.
Levitt, E. E. (1963). Psychotherapy with children: A further evaluation. Behaviour Research and Therapy, 1(1), 45-51.
Sixteenth census of United States: 1940; Vital statistics rates in the United States, 1940-1960
Linder, F. E., & Grove, R. D. (1943). Vital statistics rates in the United States, 1900-1940. US Government Printing Office.
Leadership: The Key Concepts is an indispensable and authoritative guide to the most crucial ideas, concepts and debates surrounding the study and exercise of leadership
Marturano, A., & Gosling, J. (2007). Leadership: The key concepts. Routledge.
This paper presents two studies of factors affecting developmental outcomes of young children exposed prenatally to drugs and alcohol.
McConnell, S. R., Rush, K. L., McEvoy, M. A., Carta, J., Atwater, J., & Williams, R. (2002). Descriptive and experimental analysis of child-caregiver interactions that promote development of young children exposed prenatally to drugs and alcohol. Journal of Behavioral Education, 11(3), 131-161.
This study provides descriptive data on the rates of office discipline referrals and beginning reading skills for students in grades K—3 for one school district that is implementing a three-tier prevention model for both reading and behavior support.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8(3), 146-154.
In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston’s 1989 review
Miura Wayman, M., Wallace, T., Wiley, H. I., Tichá, R., & Espin, C. A. (2007). Literature synthesis on curriculum-based measurement in reading. The Journal of Special Education, 41(2), 85-120.
The purpose of this study was to examine the strength of scientific evidence from single-subject research underlying the Division of Early Childhood (DEC) Recommended Practices.
Odom, S. L., & Strain, P. S. (2002). Evidence-based practice in early intervention/early childhood special education: Single-subject design research. Journal of Early Intervention, 25(2), 151-160.
The purpose of the current investigation was to assess the relationship between the integrity with which social skills interventions were implemented in early childhood special education classrooms and 3 factors: teacher ratings of intervention acceptability, consultative support for implementation, and individual child outcomes.
Peterson, C. A., & McCONNELL, S. R. (1996). Factors related to intervention integrity and child outcome in social skills interventions. Journal of early intervention, 20(2), 146-164.
In an experimental assessment of a choral responding procedure for increasing children's response to teacher commands, decreased levels of off-task behavior, as well as increased levels of correct responding, resulted from the procedures for three handicapped preschool children during large group instruction.
Sainato, D. M., Strain, P. S., & Lyon, S. R. (1987). Increasing academic responding of handicapped preschool children during group instruction. Journal of the Division for Early Childhood, 12(1), 23-30.
This study examined the effects of a self-evaluation treatment package on the independent work skills of preschool children with disabilities.
Sainato, D. M., Strain, P. S., Lefebvre, D., & Rapp, N. (1990). Effects of self-evaluation on the independent work skills of preschool children with disabilities. Exceptional Children, 56(6), 540-549.
Schoenwald, S. K., & Hoagwood, K. (2001). Effectiveness, transportability, and dissemination of interventions: What matters when?. Psychiatric services, 52(9), 1190-1197.
The psychology classic—a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled.
Skinner, B. F. (1965). Science and human behavior (No. 92904). Simon and Schuster.
This study evaluated an alternative method of identifying early reading difficulty. L. S. Fuchs and D. Fuchs (1998) proposed that academic problems could be indexed by a dual discrepancy on level and slope of performance, relative to classmates, on curriculum-based measurement tasks.
Speece, D. L., & Case, L. P. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93(4), 735.
The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.
Stoiber, K. C., & Gettinger, M. (2016). Multi-tiered systems of support and evidence-based practices. In Handbook of response to intervention (pp. 121-141). Springer, Boston, MA.
This presentation slide describes the important role of leadership in effective, efficient, and relevant PBIS implementation
Sugai, G. (2013). Role of Leadership and culture in PBIS Implementation [PowerPoint slides]. Retrieved from http://www.pbis.org/common/cms/files/pbisresources/PBIS_Implementation_leadership_braiding_apr_11_2013_HAND.pdf
This article layout two sets of findings: (1) what we know about the kind of instruction that weak readers need in kindergarten through second grade to prevent them from ever entering the downward spiral, and (2) what we know about the effectiveness of interventions that make use of this knowledge.
Torgesen, J. K. (2004). Preventing early reading failure. American Educator, 28(3), 6-9.
This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS).
Turnbull, A., Bohanon, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., ... & Warren, J. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children, 68(3), 377–402.
As students and educators go back to school across the country, and as Congress continues to debate how to fix the law commonly known as No Child Left Behind, the U.S. Department of Education announced today that states whose waivers from certain provisions of federal education law will expire at the end of the 2013-2014 school year will soon be able to request renewals of their reform plans, for up to two more years.
U.S. Department of Education (2017). States granted waivers from No Child Left Behind allowed to reapply for renewal for 2014 and 2015 school years. Retrieved from https://www.ed.gov/news/press-releases/states-granted-waivers-no-child-left-behind-allowed-reapply-renewal-2014-and-2015-school-years
In order to ensure the Department's “Equity in IDEA” or “significant disproportionality” regulations effectively address significant disproportionality, the Department proposes to postpone the compliance date by two years, from July 1, 2018, to July 1, 2020
US Department of Education. (2006). Assistance to states for the education of children with disabilities and preschool grants for children with disabilities; Final rule (34 CFR Parts 300 and 301). Federal Register, 71, 46540.
The goal of this study was to develop a brief assessment that could be conducted in the natural setting to identify naturally occurring, high-frequency subsequent events that may serve as maintaining consequences for disruptive behavior using the entire class as the unit of analysis. Procedures were conducted in two early childhood classrooms during regularly scheduled classroom activities.
VanDerHeyden, A. M., Witt, J. C., & Gatti, S. (2001). Descriptive Assessment Method to Reduce Overall Disruptive Behavior in a Preschool Classroom. School Psychology Review, 30(4).
In this introduction to the special issue, a response-to-instruction approach to learning disabilities (LD) identification is discussed
Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning disabilities research & practice, 18(3), 137-146.
Effects of Michigan's law requiring all young children to be restrained when traveling in automobiles were assessed. Data on all reported residents of the state who were involved in crashes from 1978 through 1983 were examined using times-series analysis methods.
Wagenaar, A. C., & Webster, D. W. (1986). Preventing injuries to children through compulsory automobile safety seat use. Pediatrics, 78(4), 662-672.
Results of this meta‐analysis research, testing for a moderator effect, show that support for the overjustification effect occurs only when intrinsic motivation is operationalized as task behaviour during a free‐time measure.
Wiersma, U. (1992). The effects of extrinsic rewards in intrinsic motivation: A meta-analysis.
This paper considers what the research can tell us about how critical thinking is acquired, and the implications for how education might best develop young people’s critical thinking capabilities.
Willingham, D. (2019). How to teach critical thinking. New South Wales (NSW) Department of Education.
Help your students understand the perspectives of other people with these tried-and-tested methods.
Wilson, D., & Conyers, M. (2017). 4 proven strategies for teaching empathy.Edutopia. Retrieved from https://www.edutopia.org/article/4-proven-strategies-teaching-empathy-donna-wilson-marcus-conyers
This research monograph offers early childhood educators a foundational resource of information needed to develop inclusion practices.
Wolery, M., & Wilbert, J. S. (1994). Including Children with Special Needs in Early Childhood Programs. Research Monograph of the National Association for the Education of Young Children, Volume 6. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036 (Order No. 145, $8 each; 5-49 copies, 10% discount; 50-99 copies, 20% discount; over 100 copies, 25% discount; orders under $20 must be prepaid)..
This study used a reversal design to examine the use of preprinted response cards on students' participation and off-task behavior during calendar circle-time in a rural kindergarten inclusion classroom. Results showed a functional relationship between preprinted response cards and increased participation and decreased off-task behavior for all 4 target students.
Wood, C. L., Mabry, L. E., Kretlow, A. G., Lo, Y. Y., & Galloway, T. W. (2009). Effects of preprinted response cards on students' participation and off-task behavior in a rural kindergarten classroom. Rural Special Education Quarterly, 28(2), 39-47.