Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-04T18:33:27.677Z Has data issue: false hasContentIssue false

6 - School-Based Interventions

from Part II - Teacher- and System-Level Interventions

Published online by Cambridge University Press:  18 September 2020

By
Nicholas Gelbar  and
Lea A. Theodore
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
Get access

Summary

Dating back to the prerevolutionary era, public schools were designed to provide individualized education to students and serve as a precedent for efforts to differentiate instruction. The percentage of school-age children attending school increased, partly due to legal mandates requiring a free and appropriate public education (FAPE) in the least restrictive setting for all students (Education for All Handicapped Children Act of 1975) and the shift to more inclusive environments for students with disabilities. The increase in the number of students attending school has resulted in a need for providing more comprehensive services to children and adolescents with myriad issues. This article addresses evidence-based behavioral interventions that may be employed in a multitier model. Specific interventions for each tier are presented, and details regarding how to incorporate and use them will be discussed.

Keywords

evidence-based interventions (EBI)multitiered systems of support (MTSS)classroom managementbehavioral interventionschool-based interventions
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 85 - 101
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Lane, K. L., Menzies, H. M., Bruhn, A. L., & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.Google Scholar
Martella, R. C., Nelson, J. R., Marchand-Martella, N. E., & O’Reilly, M. (2012).Comprehensive behavior management: Individualized, classroom, and school-wide approaches (2nd ed.). Los Angeles, CA: Sage.Google Scholar
Theodore, L. A. (Ed.). (2017). Handbook of evidence-based interventions for children and adolescents. New York, NY: Springer. www.springerpub.com/handbook-of-evidence-based-interventions-for-children-and-adolescents-9780826127945.htmlGoogle Scholar

References

Artiles, A. J., Harry, B., Reschly, D. J., & Chinn, P. C. (2002). Over-identification of students of color in special education: A critical overview. Multicultural Perspectives, 4, 3–10. https://doi.org/10.1207/S15327892MCP0401_2Google Scholar
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97. https://doi.org/10.1901/jaba.1968.1-91Google Scholar
Barlow, S. (2007). Expert committee recommendations regarding the prevention, assessment, and treatment of child and adolescent overweight and obesity: Summary report. Pediatrics, 120 Supplement 4, S164–192. https://doi.org/10.1542/peds.2007-2329CGoogle Scholar
Brock, L. L., Nishida, T. K., Chiong, C., Grimm, K. J., & Rimm-Kaufman, S. E. (2008). Children’s perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach. Journal of School Psychology, 46, 129–149. https://doi.org/10.1016/j.jsp.2007.02.004Google Scholar
Campbell, A., & Anderson, C. M. (2008). Enhancing effects of check-in/check-out with function-based support. Behavioral Disorders, 33, 233–245. https://doi.org/10.1177/019874290803300404Google Scholar
Caplan, G. (1963). Types of mental health consultation. American Journal of Orthopsychiatry, 33, 470–481. https://doi.org/10.1111/j.1939-0025.1963.tb00381.xGoogle Scholar
Chafouleas, S. M. (2011). Direct Behavior Rating: A review of the issues and research in its development. Education and Treatment of Children, 34, 575–591. https://doi.org/10.1353/etc.2011.0034Google Scholar
Chafouleas, S. M., Kilgus, S. P., Riley-Tillman, T. C., Jaffery, R., & Harrison, S. (2012). Preliminary evaluation of various training components on accuracy of Direct Behavior Ratings. Journal of School Psychology, 50, 317–334. https://doi.org/10.1016/j.jsp.2011.11.007Google Scholar
Chafouleas, S. M., Riley-Tillman, T. C., & Christ, T. J. (2009). Direct Behavior Rating (DBR): An emerging method for assessing social behavior within a tiered intervention system. Assessment for Effective Intervention, 34, 195–200. https://doi.org/10.1177/1534508409340391Google Scholar
Chafouleas, S. M., Riley-Tillman, T. C., Jaffery, R., Miller, F. G., & Harrison, S. E. (2015). Preliminary investigation of the impact of a web-based module on Direct Behavior Rating accuracy. School Mental Health, 7, 92–104. https://doi.org/10.1007/s12310-014-9130-zGoogle Scholar
Chafouleas, S. M., Sanetti, L. M., Kilgus, S. P., & Maggin, D. M. (2012). Evaluating sensitivity to behavioral change using direct behavior rating single-item scales. Exceptional Children, 78, 491–505. https://doi.org/10.1177/001440291207800406Google Scholar
Costello, E. J., Egger, H., & Angold, A. (2005). 10-year research update review: The epidemiology of child and adolescent psychiatric disorders: I. Methods and public health burden. Journal of the American Academy of Child & Adolescent Psychiatry, 44, 972–986. https://doi.org/10.1097/01.chi.0000172552.41596.6fGoogle Scholar
Cremin, L. (1970). American education: The colonial experience, 1607–1783. New York, NY: Harper & Row.Google Scholar
Darney, D., Reinke, W. M., Herman, K. C., Stormont, M., & Ialongo, N. S. (2013). Children with co-occurring academic and behavior problems in first grade: Distal outcomes in twelfth grade. Journal of School Psychology, 51, 117–128. https://doi.org/10.1016/j.jsp.2012.09.005Google Scholar
Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., et al. (2010). Integrated models of school‐based prevention: Logic and theory. Psychology in the Schools, 47, 71–88.Google Scholar
Dowdy, E., Ritchey, K., & Kamphaus, R. W. (2010). School-based screening: A population-based approach to inform and monitor children’s mental health needs. School Mental Health, 2, 166–176. https://doi.org/10.1007/s12310-010-9036-3Google Scholar
Drummond, T. (1994). The Student Risk Screening Scale (SRSS). Grants Pass, OR: Josephine County Mental Health Program.Google Scholar
Education for All Handicapped Children Act of 1975. (Pub. L. No. 94–142), 20 U.S.C. Chapter 33.Google Scholar
Embry, D. D. (2002). The Good Behavior Game: A best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5, 273–297. https://doi.org/10.1023/A:1020977107086Google Scholar
Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3, 30–37. https://doi.org/10.1111/j.1750-8606.2008.00072.xGoogle Scholar
Frieden, L. (2004, May). Improving educational outcomes for students with disabilities. Washington, DC: National Council on Disability. Retrieved from https://ncd.gov/rawmedia_repository/f4a8d429_aff8_4d8a_90bb_a178a4b23222.pdfGoogle Scholar
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness‐to‐intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157–171. https://doi.org/10.1111/1540-5826.00072Google Scholar
Gerber, M. M. (2005). Teachers are still the test limitations of response to instruction strategies for identifying children with learning disabilities. Journal of Learning Disabilities, 38, 516–524. https://doi.org/10.1177/00222194050380060701Google Scholar
Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.xGoogle Scholar
Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted intervention within a school wide system of behavior support. Journal of Behavioral Education, 12, 225–240. https://doi.org/10.1023/A:1025512411930Google Scholar
Hawken, L. S., MacLeod, K. S., & Rawlings, L. (2007). Effects of the behavior education program (BEP) on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9, 94–101. https://doi.org/10.1177/10983007070090020601Google Scholar
Horner, R. H. (2000). Positive behavior supports. Focus on Autism and Other Developmental Disabilities, 15, 97–105. https://doi.org/10.1177/108835760001500205Google Scholar
Individuals with Disabilities Education Improvement Act of 2004 (IDEAA; Pub. L. No. 108–446), 20 U.S.C. 1400 et seq. (reauthorization of the Individuals with Disabilities Education Act [IDEA] of 1990).Google Scholar
Johnson, A. H., Miller, F. G., Chafouleas, S. M., et al. (2016). Evaluating the technical adequacy of DBR-SIS in tri-annual behavioral screening: A multisite investigation. Journal of School Psychology, 54, 39–57. https://doi.org/10.1016/j.jsp.2015.10.001Google Scholar
Kamphaus, R. W., & Reynolds, C. R. (2015). Behavior Assessment System for Children (3rd ed.). Circle Pines, MN: Pearson.Google Scholar
Kratochwill, T. R., Albers, C. A., & Shernoff, E. S. (2004). School-based interventions. Child and Adolescent Psychiatric Clinics of North America, 13, 885–903. https://doi.org/10.1016/j.chc.2004.05.003Google Scholar
Lewis, T. J., Barrett, S., Sugai, G., & Horner, R. H. (2010). Blueprint for school wide positive behavior support training and professional development. Eugene, OR: National Technical Assistance Center on Positive Behavior Interventions and Support.Google Scholar
March, R. E., & Horner, R. H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10, 158–170. https://doi.org/10.1177/10634266020100030401Google Scholar
Masia-Warner, C., Nangle, D. W., & Hansen, D. J. (2006). Bringing evidence-based child mental health services to the schools: General issues and specific populations. Education and Treatment of Children, 29, 165–172.Google Scholar
Mastropieri, M. A., & Scruggs, T. E. (2005). Feasibility and consequences of response to intervention examination of the issues and scientific evidence as a model for the identification of individuals with learning disabilities. Journal of Learning Disabilities, 38, 525–531. https://doi.org/10.1177/00222194050380060801Google Scholar
Maughan, B., & Kim-Cohen, J. (2005). Continuities between childhood and adult life. The British Journal of Psychiatry, 187, 301–303. https://doi.org/10.1192/bjp.187.4.301Google Scholar
Merikangas, K. R., He, J. P., Burstein, M., et al. (2010). Lifetime prevalence of mental disorders in US adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49, 980–989. https://doi.org/10.1016/j.jaac.2010.05.017Google Scholar
Miller, F. G., Cohen, D., Chafouleas, S. M., et al. (2015). A comparison of measures to screen for social, emotional, and behavioral risk. School Psychology Quarterly, 30, 184–196. https://doi.org/10.1037/spq0000085CrossRefGoogle ScholarPubMed
Miller, F. G., Patwa, S. S., & Chafouleas, S. M. (2014). Using Direct Behavior Rating–Single item scales to assess student behavior within multi-tiered systems of support. Journal of Special Education Leadership, 27, 76–85.Google Scholar
Mrazek, P. G., & Haggerty, R. J. (Eds.). (1994). Reducing risks for mental disorders: Frontiers for preventive intervention research. Washington, DC: National Academies Press.Google Scholar
National Association of State Directors of Special Education. (2006). Response to intervention: Policy considerations and implementation. Alexandria, VA: NASDSE.Google Scholar
Neil, A. L., & Christensen, H. (2009). Efficacy and effectiveness of school-based prevention and early intervention programs for anxiety. Clinical Psychology Review, 29, 208–215. https://doi.org/10.1016/j.cpr.2009.01.002Google Scholar
No Child Left Behind Act. (2002). Act of 2001, Pub. L. No. 107–110, § 115. Stat, 1425, 107–110.Google Scholar
Riley-Tillman, T. C., Chafouleas, S. M., Sassu, K. A., Chanese, J. A., & Glazer, A. D. (2008). Examining the agreement of direct behavior ratings and systematic direct observation data for on-task and disruptive behavior. Journal of Positive Behavior Interventions, 10, 136–143. https://doi.org/10.1177/1098300707312542Google Scholar
Rimm-Kaufman, S. E., & Chiu, Y. J. I. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the responsive classroom approach. Psychology in the Schools, 44, 397–413. https://doi.org/10.1002/pits.20231Google Scholar
Rimm-Kaufman, S. E., Fan, X., Chiu, Y. J., & You, W. (2007). The contribution of the Responsive Classroom Approach on children’s academic achievement: Results from a three-year longitudinal study. Journal of School Psychology, 45, 401–421. https://doi.org/10.1016/j.jsp.2006.10.003Google Scholar
Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary-grade teachers’ self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the responsive classroom approach. Elementary School Journal, 104, 321–341. https://doi.org/10.1086/499756Google Scholar
Routh, D. K. (1996). Lightner Witmer and the first 100 years of clinical psychology. American Psychologist, 51, 244–247. https://doi.org/10.1037/0003-066X.51.3.244Google Scholar
Section 504 of the Rehabilitation Act of 1973 Regulations, 34 C.F.R. § 104.1 et seq.Google Scholar
Severson, H. H., Walker, H. M., Hope-Doolittle, J., Kratochwill, T. R., & Gresham, F. M. (2007). Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology, 45, 193–223. https://doi.org/10.1016/j.jsp.2006.11.003Google Scholar
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380. https://doi.org/10.1353/etc.0.0007Google Scholar
Smith, S. K. (1930). Child guidance clinics. Journal of the American Medical Association, 94, 710–714. https://doi.org/10.1001/jama.1930.02710360034008Google Scholar
Snyder, T. D. (1993). 120 years of American education: A statistical portrait. Washington, DC: US Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs93/93442.pdfGoogle Scholar
Theodore, L. A., Bray, M. A., & Kehle, T. J. (2004). A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behaviors. School Psychology Quarterly, 19, 253–271. https://doi.org/10.1521/scpq.19.3.253.40280CrossRefGoogle Scholar
Theodore, L. A., Bray, M. A., Kehle, T. J., & DioGuardi, R. J. (2004). Contemporary review of group-oriented contingencies for disruptive behavior. Journal of Applied School Psychology, 20, 79–101. https://doi.org/10.1300/J370v20n01_06Google Scholar
Tingstrom, D. H., Sterling-Turner, H. E., & Wilczynski, S. M. (2006). The good behavior game: 1969–2002. Behavior Modification, 30, 225–253. https://doi.org/10.1177/0145445503261165CrossRefGoogle ScholarPubMed
Todd, A. W., Campbell, A. L., Meyer, G. G., & Horner, R. H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check in–check out. Journal of Positive Behavior Interventions, 10, 46–55. https://doi.org/10.1177/1098300707311369Google Scholar
Urquhart, M. (1984, April). The employment shift to services: Where did it come from? The Monthly Labor Review, 107, 15–22. Retrieved from https://stats.bls.gov/opub/mlr/1984/04/art2full.pdfGoogle Scholar
Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137–146. https://doi.org/10.1111/1540-5826.00070Google Scholar
Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391–409. https://doi.org/10.1177/001440290306900401Google Scholar
Walker, H. M., & Severson, H. H. (1992). Systematic screening for behavior disorders (SSBD). Longmont, CO: Sopris West.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×