Leanne S. Hawken

Evaluation of a Targeted Intervention Within a Schoolwide System of Behavior Support

A recommended component of comprehensive behavior support in schools is a targeted intervention designed to efficiently and effectively meet the support needs of students who are not responding to preventive schoolwide intervention strategies (Sugai, Horner et al., 2000; Walker et al., 1996). This study provides a fine-grained analysis using a multiple baseline across students design with the targeted intervention as the independent variable, and both classroom problem behavior and academic engagement as dependent variables. The multiple baseline analysis documents a modest functional relationship between implementation of the intervention and reduction in problem behavior. Implications for the design of behavior support in schools and the development of future research are provided.

Response to Intervention for Social Behavior Challenges and Opportunities

The goal of the three-tiered response-to-intervention (RtI) model is to catch students who are at risk early and to provide an appropriate level of intervention. Although RtI has been recommended for academic and social behavior, to date there has been little discussion about the differences associated with implementing RtI across these domains. The purpose of this article is to compare similarities and differences in RtI for academic and social behavior. In addition, some of the primary challenges associated with the implementation of RtI for social behavior are discussed. Examples of how RtI has been implemented with social behavior are provided along with recommendations for future research.

Effects of the Behavior Education Program (BEP) on office discipline referrals of elementary school students

The Behavior Education Program (BEP; Crone et al., 2004) is a modified check-in, check-out intervention implemented with students who are at risk for more severe problem behaviors. The purpose of this study was to evaluate the effects of the BEP on problem behavior with 12 elementary school students. Results indicated that the BEP was implemented with high fidelity, led to a decrease in office discipline referrals for the majority of students who received the intervention, and had high social validity ratings. Limitations of the current study are presented, along with suggestions for future research.

A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students at Risk for Severe Behavior Problems.

Two hundred seven students in Grades 1 through 5 who were at risk for severe behavior problems participated in a 2-year study of the effects of the Check, Connect, and Expect (CCE) program. The CCE program combined the essential intervention procedures of the Check & Connect Program and the Behavior Education Program . A stratified random sample of students based on school assignment was used to compare the outcomes of 121 CCE program students with 86 comparison students. Sixty percent of the CCE students (n = 73) graduated from the program and 40% (n = 48) did not. Linear growth analyses of eight different outcome measures found that three standardized problem behavior measures significantly decreased to normative levels for CCE graduates. Social skills and academic measures did not significantly change over time. The discussion focuses on the comparative efficacy of CCE as a targeted intervention for students at risk for severe behavior problems.

Secondary-Tier Interventions and Supports

Implementing a continuum of schoolwide positive behavior support (SW-PBS) from least to most intensive is recommended to prevent and respond to problem behavior in school settings (Walker et al., 1996). This continuum of support includes three main prevention tiers: (a) primary, which involves schoolwide interventions for all students and staff across all school settings; (b) secondary, which targets the 10–15%of students at risk of social behavior failure; and (c) tertiary, which focuses on approximately 5…#x0025;of the student population who need significant intervention strategies and supports (Sugai … Horner, 2002). For additional information on SW-PBS, see chapter 14.

Emerging Literacy Views and Practices: Results from a National Survey of Head Start Preschool Teachers.

The authors conducted a national survey of Head Start preschool teachers to assess their views and practices related to emerging literacy. Results indicated that Head Start teachers use a variety of strategies to promote emerging literacy, with a major focus on book knowledge/appreciation and print awareness skills. The teachers indicated that they least frequently used strategies to improve phonological awareness skills. Many of the strategies teachers reported using involved creating opportunities for children to engage in emerging literacy activities and arranging the environment to improve emerging literacy. Overall, Head Start teachers endorsed the idea that emerging literacy skill instruction should occur on a daily basis. The authors also provide implications for the current study as it relates to research and practice.

The Effectiveness of Teaching 10th-Grade Students STOP, AIMS, and DARE for Planning and Drafting Persuasive Text:

Explicitly and systematically teaching strategies for planning and drafting specific types of text has improved the writing of elementary and middle school students with disabilities in previous studies. In this investigation, we examined the effect of teaching a planning and drafting strategy for persuasive writing to high school students with disabilities who were also struggling writers. Six 10th-grade students (4 boys, 2 girls) were taught how to plan and write persuasive essays using the Self-Regulated Strategy Development model. A multiple baseline design, with multiple probes during baseline, treatment, and postinstruction, was used to evaluate the effectiveness of instruction. During and following instruction, all students spent a greater amount of time planning and writing their papers. Their compositions became longer, more complete, and qualitatively better. Students, teachers, and parents were also positive about the treatment and its effects.

An Investigation of the Impact of Function of Problem Behavior on Effectiveness of the Behavior Education Program (BEP).

The Behavior Education Program (BEP) is a check-in, check-out intervention implemented with students who are at-risk for engaging in more severe problem behavior. Previous research with middle and elementary school students found that the BEP was more effective with students who had adult attention maintained problem behavior. The purposes of this study were to (a) replicate previous research on the effectiveness of the BEP in reducing problem behavior in elementary schools and (b) investigate the relationship between function of problem behavior and effectiveness of the BEP. Results indicated that the BEP was implemented with high fidelity, lead to decreases in office discipline referrals for the majority of students who received the intervention, and received high social validity ratings. Results also indicated that the BEP was more effective for students who had peer versus adult attention maintained problem behavior. The BEP was also effective for a student whose problem behavior was maintained by access to tangibles and of the two students who had escape maintained problem behavior, one student demonstrated reductions in referrals following implementation. Limitations of the current study are discussed along with implications for future research and school practice.

Enhancing outcomes in early literacy for young children with disabilities: Strategies for success

Emerging literacy has been defined as the “reading and writing knowledge and behavior of children who are not yet conventionally literate” (Justice & Kaderavek, 2002, p. 8). This article provides readers with strategies for meeting the emerging literacy needs of young children with disabilities. Ideas for creating a literacy-rich environment as well as ways to adapt literacy-related materials and activities for children with delays/disabilities are presented and discussed.

Including Students with Severe Disabilities in All Levels of School-Wide Positive Behavior Support.

Throughout its evolution, school-wide positive behavior support (SWPBS) has explicitly promoted the perspective that it should involve all students in a given school setting. However, the literature on SWPBS has not always fully and clearly addressed the involvement of students with severe disabilities. This article will (a) briefly review the literature of SWPBS as it addresses the involvement of students with severe disabilities, particularly those exhibiting severe problem behaviors; (b) discuss the involvement of students with severe disabilities in all three typical levels of SWPBS; and (c) provide recommendations for increasing the involvement of students with severe disabilities at all three levels of SWPBS.