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Author: Tali Arline Kasser
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 39
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Book Description
Student achievement in mathematics is an area of concern that has implications for student success on an individual level as well as for the nation as a whole (National Mathematics Advisory Panel, 2008). Although tier 2 intervention has been shown to be effective in remediating math difficulty, an estimated 3-8% of students do not respond to intervention (Fuchs, Fuchs, & Compton, 2012). This indicates a need to identify specific intervention components, which can increase academic outcomes. One potential intervention component to increase academic outcomes is the use of behavioral strategies in math intervention. Behavioral strategies have been found to increase academic engagement (Brooks, Todd, Tofflemoyer & Horner, 2003; Liaupsin, Umbreit, Ferro, Urso, Upreti, 2006; Todd, Horner, & Sugai, 1999). In turn, engagement increases academic outcomes (Finn, 1993; Marks, 2000). The following study uses meta-analytic techniques to assess effect size differences between math interventions with and without behavioral components. Twelve studies were included in the analysis. In addition, effect sizes were calculated by behavioral component type in order to determine whether the magnitude of effect varied by this moderator. Results from this study indicate that the use of behavioral strategies in mathematics interventions may increase intervention effectiveness. The use of self-monitoring strategies, particularly graphing progress, led to larger effect sizes than studies which utilized other strategies (verbal praise and tangible reinforcement). Limitations and implications for future research are discussed.
Author: Tali Arline Kasser
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 39
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Book Description
Student achievement in mathematics is an area of concern that has implications for student success on an individual level as well as for the nation as a whole (National Mathematics Advisory Panel, 2008). Although tier 2 intervention has been shown to be effective in remediating math difficulty, an estimated 3-8% of students do not respond to intervention (Fuchs, Fuchs, & Compton, 2012). This indicates a need to identify specific intervention components, which can increase academic outcomes. One potential intervention component to increase academic outcomes is the use of behavioral strategies in math intervention. Behavioral strategies have been found to increase academic engagement (Brooks, Todd, Tofflemoyer & Horner, 2003; Liaupsin, Umbreit, Ferro, Urso, Upreti, 2006; Todd, Horner, & Sugai, 1999). In turn, engagement increases academic outcomes (Finn, 1993; Marks, 2000). The following study uses meta-analytic techniques to assess effect size differences between math interventions with and without behavioral components. Twelve studies were included in the analysis. In addition, effect sizes were calculated by behavioral component type in order to determine whether the magnitude of effect varied by this moderator. Results from this study indicate that the use of behavioral strategies in mathematics interventions may increase intervention effectiveness. The use of self-monitoring strategies, particularly graphing progress, led to larger effect sizes than studies which utilized other strategies (verbal praise and tangible reinforcement). Limitations and implications for future research are discussed.
Author: Kent McIntosh
Publisher: Guilford Publications
ISBN: 1462524745
Category : Psychology
Languages : en
Pages : 369
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Book Description
Many schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support (MTSS). Steps and strategies are outlined for integrating data structures, practices, teams, and district systems. Contributing authors present detailed case examples of successful MTSS implementation in three states. In a large-size format with lay-flat binding, the book features 27 reproducible checklists and evaluation tools. Purchasers get access to a companion website where they can download and print the reproducible materials plus other helpful resources. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Author: Wayne Sailor
Publisher: Springer Science & Business Media
ISBN: 0387096329
Category : Psychology
Languages : en
Pages : 778
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Book Description
A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
Author: Sarah A. Benz
Publisher:
ISBN:
Category :
Languages : en
Pages : 168
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Book Description
Students with or at-risk for challenging behaviors (e.g., students with emotional and behavioral disorders [EBD]) represent a group of children who often experience difficulty with both behavior and academics. Researchers and educators have designed interventions to improve the conduct for students with challenging behaviors, however, few mathematics interventions are specifically designed to support students with challenging behaviors. One mathematics intervention with a strong evidence base for use with students with learning disabilities is using schemas to solve word problems. Notably, researchers also have identified schema-based instruction as an effective intervention to solve word-problems for students with EBD. While a promising intervention, little is known about the effectiveness of a word-problem intervention relative to student behavior. That is, do behavioral profiles collected before the start of intervention predict response to intervention? This study sought to compare the behavioral profiles of students with and without mathematics difficulty (MD) and investigate the efficacy of a randomized control trial of a word-problem intervention for students with MD. Results of the present study indicated that students with MD demonstrate higher externalizing and internalizing behaviors than students without MD. Additionally, students in the word-problem intervention groups outperformed their peers in a no-treatment comparison group on all outcome measures, but most notably, on double-digit word problems with an effect size of 1.01. While students with high externalizing scores in the treatment condition performed significantly lower on a double-digit word-problem outcome measure than students without high externalizing scores, their externalizing score was not necessarily predictive of their word-problem gains. When comparing students with and without high internalizing scores in the treatment group, there was no statistical difference. Findings from this study establish a need to continue to study the link between mathematics difficulties and behavioral challenges.
Author: Bettina B. Postles
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 330
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Book Description
School administrators across the nation continually search for programs that will increase both standardized state test scores and attendance rates for their student populations. The Positive Behavior Intervention and Supports (PBIS) program is a dual-purpose incentive-based program that many schools use to create a positive school environment by increasing attendance rates and decreasing office referrals. Past research has concluded that the rewards used in this program motivates elementary and middle school students to display good behavior and provides an additional incentive for them to attend school. This quantitative correlation study builds upon past research by investigating whether the middle school PBIS program positively affected the following variables: attendance rates, number of office referrals, and the Maryland Student Assessment (MSA) scores in math and reading. Two middle schools in Maryland that had been using the PBIS program for 3-5 years were compared to two similarly populated non-PBIS Maryland middle schools. The groups of students entering the sixth grade at the four middle schools were tracked for 3 years to determine if the PBIS program created a statistically significant positive differential at the two schools that had implemented the program when compared to the other two that had not. This study concluded that the PBIS program had no conclusive measurable positive effect on the number of office referrals, attendance rates, or MSA math and reading results when compared to the two schools that were not participating in the program.
Author: Linda Jo Pfiffner
Publisher: Teaching Resources
ISBN: 9780545109208
Category : Attention-deficit-disordered children
Languages : en
Pages : 0
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Book Description
Prepares teachers for students with ADHD.
Author: Robert J. Volpe
Publisher: Guilford Press
ISBN: 1462509231
Category : Education
Languages : en
Pages : 145
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Book Description
This book presents everything needed to design and implement daily behavior report cards (DRCs), a flexible and dynamic system for promoting positive student behaviors and overcoming barriers to learning. DRCs offer a way to reward K-12 students for achieving clearly defined goals while building school-home collaboration. Teachers can implement the authors' evidence-based approach in just minutes a day, and it is fully compatible with multi-tiered systems of support. In a large-size format with lay-flat binding for easy photocopying, the book includes helpful reproducible forms. Purchasers get access to a companion Web page featuring printable copies of the reproducible materials plus additional useful tools for charting student progress. This book is in The Guilford Practical Intervention in the Schools Series.
Author: Paul J. Riccomini
Publisher: Corwin Press
ISBN: 1412966353
Category : Education
Languages : en
Pages : 169
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Book Description
Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Treatment integrity refers to the extent to which an intervention is implemented as planned. This construct has significant implications for both intervention outcome research and implementation of interventions in educational settings. Additionally, treatment integrity is critical to the success of the current focus in schools of promoting evidence-based interventions and Response-to-Intervention. Research has demonstrated that teachers exhibit decreasing trends in treatment integrity within a few days of initiating interventions. Importantly, the limited data available on treatment integrity in parent-delivered interventions shows that additional supports may also needed to sustain intervention implementation. This study evaluated the use of Implementation Planning component of Planning Realistic Intervention Implementation and Maintenance by Educators (PRIME), an adult behavior change intervention extrapolated from an empirically supported model in the health psychology literature, to improve teacher and parent treatment integrity of a math fluency intervention with students in school and home settings. Adherence and quality treatment integrity were consistently high for teachers and parents across all study phases. Teacher exposure treatment integrity was inconsistent across phases, whereas parents consistently implemented the intervention consistently until the follow-up phases. Despite some improvements in treatment integrity for teachers, there was no functional relationship found between Implementation Planning and increases in treatment integrity or increases in math fluency. There were significant increases in math fluency from the Baseline phase to the combined Intervention phase. Implications for supporting teachers and parents in Conjoint Behavioral Consultation are discussed.
Author: Erica S. Lembke
Publisher: Guilford Press
ISBN: 1462503047
Category : Education
Languages : en
Pages : 242
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Book Description
Additional Resources; 4. Tier 2 Interventions for Internalizing Behavior Problems; Theoretical Foundations for Intervening in the Problem; Assumptions; Intervention Principles; Framework for Environmental Supports; How to Identify Children with Internalizing Behavior Problems; Measures; Additional Considerations; Review of Evidence-Based Programs for Intervening in Internalizing Behavior Problems; Evidence-Based Programs for Child Anxiety; Evidence-Based Programs for Child Depression; Review of Evidence-Based Practices for Intervening in Internalizing Behavior Problems.
