Data-based individualization (DBI) is a systematic process used to guide teachers in making decisions related to students’ responsiveness to intervention. Whereas this process has been used extensively with academic interventions, far less is known about DBI used within the context of behavioral interventions. In this study, elementary general and special education teachers (a) implemented a technology-based, self-monitoring intervention with students exhibiting challenging behavior; and (b) used DBI to evaluate student progress and make intervention adaptations accordingly. Results of multilevel modeling indicated students improved their positive behavior significantly ( p < .001) from baseline to intervention. For most students, once they began intervention, positive behaviors either maintained or increased gradually when teachers made adaptations to the self-monitoring intervention. In addition to these results, an analysis of the effects of different intervention adaptations (e.g., raising or lowering goals, increasing or decreasing interval length) and visual analysis of individual students’ response are discussed.

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After the September 11, 2001, terrorist attacks on the United States, a new phenomenon, fear of terrorism, was found to affect many Americans. Almost 15 years later, with few exceptions, the US homeland has enjoyed an environment free of major terrorist attacks. However, fear of terrorism remains high among Americans. Using a sample of 524 undergraduate students from a major regional university in the Midwest region of the United States, researchers distributed a survey to investigate levels of fear of terrorism and perceptions about the likelihood of a terrorist attack happening on American soil. The findings of this study indicated that respondents were moderately fearful of terrorism and moderately certain than an attack would happen in the near future. Many of the measures previously identified in the research continue to influence fears and concerns about the risk and fear of an attack. ARTICLE HISTORY

Young children vary in mathematical skill and knowledge with differences emerging prior to formal schooling (e.g., National Mathematics Advisory Panel, 2008). Children from lower income backgrounds and those with disabilities may especially be at a disadvantage for skill development (e.g., Hojnoski, Caskie, & Miller, 2017; National Mathematics Advisory Panel, 2008). This is evident in research showing that young children of low-income families fall on average 7 months behind their peers in their mathematical knowledge (Starkey, Klein, & Wakeley, 2004). Socioeconomic discrepancies, though not prevalent across all skills, consistently emerge with verbal and more advanced strategies related to counting, comparison, and patterning (e.g., Jordan, Huttenlocher, & Levine, 1994; Sarama & Clements, 2009). Variable exposure to mathematical language and concepts is evident across homes, with parents of middle-and high-income families observed to engage with their children in more complex ways, such as by referencing more sophisticated concepts (Levine, Gunderson, & Huttenlocher, 2011) and setting higher expectations for early learning (DeFlorio & Beliakoff, 2015). Home practices likely contribute to discrepancies in skill and knowledge as increased mathematical interactions between parents and children correspond with higher mathematical achievement (Berkowitz et al., 2015; Susperreguy & Davis-Kean, 2016). Given the importance of a strong foundation in early mathematics (e.g., Duncan et al., 2007) and the importance of the home numeracy environment in children's developing mathematical competencies (e.g., Kleemans, Peeters, Segers, & Verhoeven, 2012; Skwarchuk, Sowinski, & LeFevre, 2014), it is crucial to determine ways to foster numeracy interactions between parents and their children. Support of mathematical interactions can occur within home activities such as shared book reading. A large body of literature recognizes shared book reading as an effective means of increasing child vocabulary and other literacy skills (see Towson, Fettig, Fleury, & Abarca, 2017), though its application to mathematical knowledge and skills has not been fully explored (e.g., Purpura, Napoli, Wehrspann, & Gold, 2017). Dialogic reading (DR) is a method of shared book reading (e.g., Whitehurst et al., 1988) involving mnemonics that aid adults in using general interaction strategies (prompting, evaluating, expanding, and repeating; PEER) 831762T ECXXX10.