Secondary-Tier Interventions and Supports

Hawken, Leanne S.; Adolphson, S. Lillian; MacLeod, K. Sandra; Schumann, Joan

doi:10.1007/978-0-387-09632-2_17

Cited by 47 publications

(44 citation statements)

References 50 publications

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“…Within PBIS, tiers of support can be viewed as more fluid than static. Consistent with other levels of support, Tier 2 supports may target important behavioral (e.g., Hawken, & Horner, 2003) or social (e.g., Hawken et al, 2009) outcomes including reducing problem behaviors and/ or increasing academic engagement. Some examples of Tier 2 supports include group social skills training (e.g., Lane et al, 2003), First Step to Success (Walker, 1998), and Check and Connect (Sinclair, Christenson, Evelo, & Hurley, 1998), but perhaps the most widely used Tier 2 support is Check-in Check-out (CICO).…”

Section: Tier 2 Supportsmentioning

confidence: 96%

A Systematic Review of the Empirical Support for Check-In Check-Out

Wolfe

Pyle

Charlton

et al. 2015

Journal of Positive Behavior Interventions

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Tier 2 interventions play an important role within the Positive Behavioral Interventions and Supports framework, bridging the gap between schoolwide Tier 1 interventions and individualized Tier 3 supports. Check-in Check-out (CICO) is a promising Tier 2 intervention for addressing mild problem behavior and potentially preventing the need for more intensive supports. In this systematic review, we synthesize the characteristics, methodological quality, and outcomes of 15 single-subject studies and one group design study examining CICO. The results suggest that CICO can be considered an evidence-based practice for students with problem behavior maintained by adult attention. Versions of CICO that were modified to address other functions (e.g., obtain peer attention, escape from tasks) demonstrated strong effects, but there were not a sufficient number of studies for modified CICO to qualify as an evidence-based practice. We discuss the implications of this review for practitioners as well as future research on CICO.

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Section: Tier 2 Supportsmentioning

confidence: 96%

A Systematic Review of the Empirical Support for Check-In Check-Out

Wolfe

Pyle

Charlton

et al. 2015

Journal of Positive Behavior Interventions

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“…Commonly, services across these three tiers are provided through a variety of school teams, composed of administrators, teachers, SMH professionals, students, and/or families (Markle, Splett, Maras, & Weston, in press). For example, schools implementing SWPBS and/or RTI may have a school leadership team in charge of universal prevention efforts (Yergat, ); intervention, student support, and/or teacher assistance teams at the selective level (Hawken, Adolphson, Macleod, & Schumann, ); and multidisciplinary special education teams, wraparound teams, and/or interagency teams at the indicated level (Eber, Sugai, Smith & Scott, ; Freeman et al, ; Turnbull et al, ). The mental health services that school psychologists, as well as other SMH professionals and school teams, could provide are delineated in Figure .…”

Section: Smh and School Psychologymentioning

confidence: 99%

The Critical Role of School Psychology in the School Mental Health Movement

Splett

Fowler

Weist

et al. 2013

Psychology in the Schools

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School mental health (SMH) programs are gaining momentum and, when done well, are associated with improved academic and social-emotional outcomes. Professionals from several education and mental health disciplines have sound training and experiences needed to play a critical role in delivering quality SMH services. School psychologists, specifically, are in a key position to advance SMH programs and services. Studies have documented that school psychologists desire more prominent roles in the growth and improvement of SMH, and current practice models from national organizations encourage such enhanced involvement. This article identifies the roles of school psychologists across a three-tiered continuum of SMH practice and offers an analysis of current training and professional development opportunities aimed at such role enhancement. We provide a justification for the role of school psychologists in SMH, describe a framework for school psychologists in the SMH delivery system, discuss barriers to and enablers of this role for school psychologists, and conclude with recommendations for training and policy. C 2013 Wiley Periodicals, Inc.

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“…These include teaching a set of appropriate behaviors, reinforcing appropriate behaviors, and having clearly deÞned and predictable consequences for problem behaviors (George, Kincaid, & Pollard-Sage, 2009). At the secondary level, efÞcient and effective interventions are provided for at-risk students who do not respond to primary prevention support (Hawken, Adolphson, MacLeod, & Schumann, 2009). At the tertiary level, intensive individualized behavior support plans are developed based on functional behavior assessments for students who do not respond to primary or secondary prevention support (Scott, Anderson, Mancil, & Alter, 2009).…”

Section: Origins and Conceptual Foundationsmentioning

confidence: 99%

Principles of sustainable prevention: Designing scale‐up of School‐wide Positive Behavior Support to promote durable systems

McIntosh¹,

Filter²,

Bennett³

et al. 2009

Psychology in the Schools

119

106

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In this article, we provide an overview of School‐wide Positive Behavior Support (SWPBS), an approach to building protective school cultures and preventing the development of problem behavior through instruction, environmental redesign, and attention to systems‐level variables. We define the critical features of SWPBS within a prevention science lens, including identification of its conceptual foundations, proximal mediators of student outcomes, and current research base and goals. Given its evidence of effectiveness, we describe efforts and a research agenda in the area of sustainability of SWPBS, including a description of a proposed model of sustainability and a case study of statewide implementation with steps taken to promote sustained implementation. © 2009 Wiley Periodicals, Inc.

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Secondary-Tier Interventions and Supports

Cited by 47 publications

References 50 publications

A Systematic Review of the Empirical Support for Check-In Check-Out

A Systematic Review of the Empirical Support for Check-In Check-Out

The Critical Role of School Psychology in the School Mental Health Movement

Principles of sustainable prevention: Designing scale‐up of School‐wide Positive Behavior Support to promote durable systems

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