Working Within the Context of Three-Tiered Models of Prevention: Using Schoolwide Data to Identify High School Students for Targeted Supports

Lane, Kathleen Lynne; Oakes, Wendy Peia; Menzies, Holly Mariah; Oyer, Juli; Jenkins, Abbie

doi:10.1080/15377903.2013.778773

Cited by 17 publications

(15 citation statements)

References 41 publications

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“…SSRS-E7 total scores are used to place K-12 students into one of three risk scores: low (0-3), moderate (4-8), and high (9-21). Psychometric studies of the SRSS-IE support retention of five of the seven proposed internalizing items, leading to the SRSS-I5 (Lane, Oakes, Menzies, et al, 2013). A recent psychometric study of the SRSS-IE with 937 middle school students from three schools (two city and one rural) further supported the retention of the same five items for the SRSS-I5 (Lane, Oakes, Carter, Lambert, & Jenkins, 2013).…”

Section: Measures Student Risk Screening Scale-internalizing and Extementioning

confidence: 90%

“…We present the proportion of students scoring in the low-, moderate-, and highrisk categories for the overall sample, by state, and by school level to illustrate the proportion of secondary students with intensive intervention needs. Then, we offer recommendations for using systematic screening data to address the needs of middle and high school students including the use of research-based, intensive supports using intervention grids to facilitate transparency and datainformed decisions in connecting secondary-aged students to tertiary supports (Lane, Oakes, Menzies, et al, 2013). We conclude with a discussion of considerations for screenings in secondary school settings.…”

Section: Purposementioning

confidence: 99%

“…Following screening efforts, diagnostic tools such as the Social Skills Improvement System-Rating Scale (SSiS-RS; Gresham & Elliott, 2008) provide additional data about students at elevated risk to guide school teams in intervention decisions with greater detail on specific acquisition and performance deficits. As we build efficiencies in supporting secondary-age students with intensive interventions, it becomes increasingly more important to guide schools in developing effective, efficient structures to acquire and organize evidence-based Tier 2 and 3 practices with attention to using systematic screening and, subsequently, diagnostic data to inform supplementary supports (e.g., Lane, Oakes, Menzies, Oyer, & Jenkins, 2013).…”

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confidence: 99%

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Screening for Intensive Intervention Needs in Secondary Schools

Lane

Oakes

Lusk

et al. 2016

Journal of Emotional and Behavioral Disorders

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In this article, we provided descriptive and methodological illustrations of how to conduct systematic behavior screenings at the middle and high school levels to detect students with intensive intervention needs using one systematic screening tool: the Student Risk Screening Scale. We discussed the importance of systematic screening and presented data from secondary schools conducting systematic screenings to illustrate the proportion of students with these intensive needs. Results suggested 5.49% of the more than 10,000 students placed into the high-risk category, with results varying across states and school levels (middle vs. high school). Then, we offered recommendations for using systematic screening data to address the needs of middle- and high-school students including the use of research-based, intensive supports within tiered systems of support. We discussed challenges of conducting screenings in secondary school settings and addressed limitations and future directions for subsequent inquiry.

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Section: Measures Student Risk Screening Scale-internalizing and Extementioning

confidence: 90%

Section: Purposementioning

confidence: 99%

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confidence: 99%

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Screening for Intensive Intervention Needs in Secondary Schools

Lane

Oakes

Lusk

et al. 2016

Journal of Emotional and Behavioral Disorders

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“…These models differ in their area of focus (i.e., RTI on academic skills and PBIS on behavior), but each offers a multi-tiered system of screening and intervention that increases in intensity to address a student's particular area of need. Some researchers advocate for the use of an integrated, comprehensive three tiered model of prevention that combines the features of RTI and PBIS to meet students' multiple needs given that academic, social, and behavioral problems are likely to manifest concurrently (Lane, Kalberg, & Menzies, 2009;Lane, Oakes, Menzies, Oyer, & Jenkins, 2013;Lane & Wehby, 2002;. A comprehensive, integrated three tiered model can address each area and uses a variety of intervention tools to help students who have multiple needs.…”

Section: Necessary Structures and Supportsmentioning

confidence: 99%

Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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“…(Witt & Elliott, 1985); CIRP ¼ Children's Intervention Rating Profile (Witt & Elliott, 1985); SRSS ¼ Student Risk Screening Scale (Drummond, 1994); SSIS ¼ Social Skills Improvement System-Rating Scale (Gresham & Elliott, 2008); DIBELS ¼ Dynamic Indicators of Basic Early Literacy Skills. Adapted from Figure 1 in Lane, Oakes, Menzies, Oyer, and Jenkins (2013). Working within the context of three-tiered models of prevention: Using schoolwide data to identify high school students for targeted supports.…”

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confidence: 99%