Expanding the range of the First Step to Success intervention: Tertiary-level support for children, teachers, and families

Frey, Andy J.; Small, Jason W.; Lee, Jon; Walker, Hill M.; Seeley, John R.; Feil, Edward G.; Golly, Annemeike

doi:10.1016/j.ecresq.2014.05.002

Cited by 11 publications

(3 citation statements)

References 27 publications

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“…hB consists of three to six 60-minute home visits delivered over several months by a trained coach (Frey et al, 2013(Frey et al, , 2015(Frey et al, , 2019. During the hB sessions, parents are encouraged to modify their parenting practices consistent with universal principles of positive behavior support (Sprague & Golly, 2013).…”

Section: Participantsmentioning

confidence: 99%

Cost Effectiveness of School and Home Interventions for Students With Disruptive Behavior Problems

Kuklinski

Small

Frey

et al. 2022

Journal of Emotional and Behavioral Disorders

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This study examines the cost effectiveness of two interventions for disruptive behavior problems: First Step Next (FSN), a school-based intervention, and a multicomponent intervention that combined FSN with a home-based intervention, homeBase (hB). Analyses were based on findings from a large-scale comparative efficacy trial (Frey et al., 2022). Intervention costs were estimated using an activities-based ingredients method (Levin & McEwan, 2001). For each disruptive behavior examined (attention deficit-hyperactivity disorder [ADHD], conduct disorder [CD], and comorbid ADHD and CD), we defined intervention response as movement from the clinical range into the borderline or normative range or from the borderline range into the normative range at post-intervention. Comparative cost-effectiveness analyses involved calculating incremental cost-effectiveness ratios (ICERs), which showed that the combined intervention was always more cost effective. Improvement in comorbid ADHD and CD was the costliest to achieve, followed by CD, and then ADHD. Sensitivity analyses showed that FSN + hB had a high probability of being cost effective across a range of estimates indicating stakeholder willingness to pay to reduce disruptive behavior problems. This study expands the literature by estimating the costs of implementing a school-based intervention alone or alongside a home-based intervention with elementary students and comparing their cost effectiveness.

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Section: Participantsmentioning

confidence: 99%

Cost Effectiveness of School and Home Interventions for Students With Disruptive Behavior Problems

Kuklinski

Small

Frey

et al. 2022

Journal of Emotional and Behavioral Disorders

Self Cite

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“…With regard to the more intensive supports (i.e., Tier 3), Frey et al (2015) demonstrated the promise of a more intensive family component within the First Step to Success program for young children with problem behavior. Similarly, function-based interventions, which are individualized based on a battery of assessments including record reviews, interviews, rating scales, direct observations, and, in some cases, experimental analysis, address antecedents that trigger challenging behavior and the consequences that maintain these behaviors in the classroom.…”

Section: Progressmentioning

confidence: 99%

Progress and Priorities in Research to Improve Outcomes for Students With or at Risk for Emotional and Behavioral Disorders

Lloyd

Bruhn

Sutherland

et al. 2018

Behavioral Disorders

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The Peacock Hill Working Group (PHWG) published a seminal position article nearly 30 years ago on the state of the field of special education for children with emotional and behavioral disorders (EBD). They concluded their discussion with a set of recommendations for practice, policy, and research. The purpose of the present article is to revisit the PHWG’s calls to the field with an emphasis on setting a research agenda related to children and youth with EBD. As a follow-up to the problems and promises identified by the PHWG, we identify progress and priorities for each of their six calls for research to improve outcomes for students with EBD. We address the broader context underlying each recommendation and how it has changed over time, describe research progress to date, and identify priorities to move the field forward. The overarching goal of this article is to inform and help shape the next phase of research on EBD, which in turn will advance the implementation and scale-up of effective programs and practices to better meet the needs of students with EBD in schools.

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“…Social competence in young children predicts important outcomes such as achievement, job retention, social competence, and relationship success (Christakes & Fowler, 2011). Conversely, behavior problems identified in the preschool years are predictive of later adjustment difficulties and negative long-term developmental outcomes (Frey et al, 2015; Poulou, 2015). Further confounding the problem, early childhood (EC) professionals reported that they did not feel effective with young children who exhibit challenging behavior (Hemmeter, Corso, & Cheatham, 2006) and that they were unlikely to use effective strategies to address or prevent the challenging behaviors (Hoover, Kubicek, Rosenberg, Zundel, & Rosenberg, 2012; Vinh, Strain, Davidon, & Smith, 2016).…”

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confidence: 99%

The Pyramid Plus Center

Hallett¹,

Strain²,

Smith

et al. 2016

Young Exceptional Children

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Expanding the range of the First Step to Success intervention: Tertiary-level support for children, teachers, and families

Cited by 11 publications

References 27 publications

Cost Effectiveness of School and Home Interventions for Students With Disruptive Behavior Problems

Cost Effectiveness of School and Home Interventions for Students With Disruptive Behavior Problems

Progress and Priorities in Research to Improve Outcomes for Students With or at Risk for Emotional and Behavioral Disorders

The Pyramid Plus Center

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