Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior

McIntosh, Kent; Campbell, Amy; Carter, Deborah Russell; Dickey, Celeste Rossetto

doi:10.1177/1098300708319127

Cited by 147 publications

(140 citation statements)

References 32 publications

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“…Teacher nomination was often described as an observed need. For example, McIntosh, Campbell, Carter, and Dickey (2009) stated participants were nominated by their classroom teachers based on "their levels of problem behavior and perceived need for support beyond universal Schoolwide Positive Behavior Support (lack of response to tier one intervention)" (p. 85). Regardless of how students were recruited for participation, they all exhibited persistent behavior problems (see Inclusion Criteria).…”

Section: Participants and Settingmentioning

confidence: 99%

“…In one singlesubject study, a functional relation was discussed by authors who indicated one could not be established due to the limitation of the design (i.e., AB design; Swoszowski, Jolivette, & Fredrick, 2013). Statistically significant effects were reported for students' classroom behavior (e.g., Fabiano et al, 2010;Simonsen et al, 2011); daily report cards (e.g., Cheney et al, 2008;Cheney et al, 2009); scores on the Social Skills Rating System (Gresham & Elliott, 1990;e.g., Cheney et al, 2008;Cheney et al, 2009), Teacher Rating Form (Achenbach, 2001; e.g., Cheney et al, 2009), and Behavior Assessment Scale for Children 2 (Reynolds & Kamphaus, 2004;e.g., McIntosh et al, 2009); academic productivity and success (e.g., Fabiano et al, 2010); and office discipline referrals (e.g., Hawken, O'Neill, & MacLeod, 2011;McIntosh et al, 2009).…”

Section: Cico Variationsmentioning

confidence: 99%

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Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Bruhn

McDaniel

Fernando

2016

Behavioral Disorders

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Students with persistent behavior problems, including those with or at risk for emotional or behavioral disorders, often struggle to be self-regulated learners. To improve self-regulation skills, numerous strategies have been suggested, including goal setting. Whereas goal setting has focused mostly on academic and life skills, behavioral goal setting has received less attention, particularly in terms of determining best practices for effective goal setting in school-based interventions. Thus, the purpose of this review was to examine the existing literature on interventions using behavioral goal setting alone and behavioral goal setting as part of a multicomponent intervention for students with persistent behavior problems. Findings from 40 studies are discussed in terms of participants, setting, design, measures, intervention components, and outcomes with a specific focus on directions for future research and implications for practice.▪ The term "self-determination" has been used to describe a multitude of behaviors and beliefs that help people live independent, self-directed lives (Wehmeyer & Field, 2007). Carter, Lane, Crnobori, Bruhn, and Oakes (2011) reviewed the literature on self-determination interventions aimed at improving this broad group of metacognitive skills for students with and at risk for emotional or behavioral disorders (EBD). Interventions in their review focused on a range of skills, including making choices and decisions, problem-solving activities, goal setting, promoting self-advocacy skills, self-awareness, self-knowledge, self-assessment, and self-regulation. The most commonly studied self-determination strategy, according to their review, was self-regulation.

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Section: Participants and Settingmentioning

confidence: 99%

Section: Cico Variationsmentioning

confidence: 99%

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Bruhn

McDaniel

Fernando

2016

Behavioral Disorders

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“…This process required them to build consensus among faculty about what the appropriate behavior was, when a violation was dealt with in the classroom and when it was sent to the office. It also required the staff to agree on the use of a consequence system that was not one-size-fits-all but one that considers the function of the behavior (McIntosh, Kauffman, Carter, Dickey, & Horner, 2009). …”

Section: Establish Systems: Communication and Consensusmentioning

confidence: 99%

Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools

Flannery¹,

Frank²,

Kato³

et al. 2013

hsj

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Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., McIntosh, Chard, Boland, & Horner, 2006), yet documentation of the feasibility of implementing SWPBS in high school settings is lacking. The current study examines implementation of universal SWPBS components in eight high schools serving over 15,525 students across a three-year period. Our findings were that improvements in implementation were evident between baseline and the end of year one, yet the implementation of SWPBS practices took a minimum of two years to achieve statistically significant and meaningful changes. These results suggest that unique aspects of the high school context may present specific implementation challenges.

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“…This tier serves 10-15% of the school population, the group decided that the tier two interventions should be easily implemented and require minimal assessment prior to implementation for students (McIntosh et al, 2009;Mitchell, Stormont, & Gage, 2011).…”

Section: The Planmentioning

confidence: 99%

Counselors and Special Educators in Rural Schools Working Together to Create a Positive School Community

Thornton¹

2018

iejee

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a AbstractSchool counselors and special educators in rural areas working together can be a powerful team to help schools create a positive school community. In one rural school community, they partnered with faculty and staff to implement a School Wide Positive Behavior support program to improve student outcomes. The counselor and special educator, through intentional communication and collaboration, helped develop a positive school community, using the skills and training of their individual disciplines. This article focusses on the roles played in the process.

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Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior

Cited by 147 publications

References 32 publications

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools

Counselors and Special Educators in Rural Schools Working Together to Create a Positive School Community

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