Other Interventions

This book is a very serious effort to apply behavioral psychology to culture change. The book begins with a technical discussion of the principles of reinforcement and then moves on to a discussion of how one changes cultural practices.

Systematically applied W. R. Jenson's (1990, unpublished; see also G. Rhode et al, 1992) Mystery Motivator (MM) across 9 Ss (5 3rd-grade boys and 4 5th-grade boys) from 2 classrooms.

The purpose of this paper is to describe methodological issues related to the independent variable in early intervention research. Three standards related to the independent variable are proposed:

This study examined the treatment utility of brief experimental analysis for selecting skill-based oral reading interventions that targeted acquisition and fluency. 

The purpose of this chapter is to articulate those best practices that have been identified to increase the effectiveness of pre-referral teams.

The debate over the effects of the use of extrinsic reinforcement in classrooms, businesses, and societal settings has been occurring for over 30 years. This article examines the debate with an emphasis on data-based findings. The extrinsic/intrinsic dichotomy is explored along with seminal studies in both the cognitive and behavioral literature. 

This chapter describes a process, collaborative problem solving, that can guide decision making and intervention planning for improving academic and behavior outcomes for students. The primary focus is on the two basic components of the term collaborative problem solving.

This report breaks out key steps in the school identification and improvement process, focusing on (1) a diagnosis of school needs; (2) a plan to improve schools; and (3) evidenced-based interventions that work.

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

Providing children with nutritious school meals continues to be a topic of interest in education policy. It has been argued that a healthy diet can have a positive impact on childhood obesity as well as student achievement. However, there is little empirical evidence to support this popular intervention. A working paper released by the National Bureau of Economic Research offers insights to help policy makers decide whether to select this option as a way to make a difference in children’s lives. The study, a natural experiment conducted in California public schools, uses a difference-in-difference regression statistical analysis of data from a treatment group and a control group at two or more different time periods, pre-treatment and post-treatment. The study found no evidence to support a reduction in obesity, but it did discover that introducing healthy meals was associated with a 0.036 standard deviation increase in test scores. The improved student achievement, although small, makes nutritious school lunches a viable cost-effective intervention that can boost test scores. It is important to remember that this is a correlational study and thus cannot establish a cause and effect relationship between healthy eating and student achievement.

This document explores ways in which time can be used as an education resource. It opens with an overview of studies that indicate that American students trail their counterparts in other leading industrialized nations in academic achievement. It discusses research on the relationship between time and learning.

In response to the continuing gun violence in American schools, an interdisciplinary group of 19 scholars are proposing an eight-point plan to prevent future tragedies that have become common place in the nation. This one-page position statement proposes a public health approach to protecting children as well as adults from gun violence involves three levels of prevention: (1) universal approaches promoting safety and well-being for everyone; (2) practices for reducing risk and promoting protective factors for persons experiencing difficulties; and (3) interventions for individuals where violence is present or appears imminent.

Discusses the limitations of traditional methods such as journal articles and conferences in disseminating innovative programs and describes 3 examples of successful utilization: the behavior analysis and modification project (R. P. Lieberman et al, 1976); the teaching family model for group home treatment of deviant adolescents (E. L. Phillips et al, 1974); and the Fairweather hospital–community treatment program (G. W. Fairweather, 1964). 

This article reviews evidence suggesting that psychological interventions from a variety of theoretical perspectives have demonstrated effectiveness for a wide range of disorders—either alone or, in some cases, in combination with medications.

The authors describe minimal requirements for functional intervention-based assessment and suggest strategies for using these methods to analyze developmental delays and make special service eligibility decisions for preschool children (intervention-based multifactored evaluation or IBMFE). 

Describes the ways in which accountability methods were built into practicum experiences for specialist- and doctoral-level school psychology trainees at the University of Cincinnati. 

Key points of analysis and recommendations for RTI technical adequacy standards are addressed, and a case study is used to illustrate technical checks. The authors conclude with a discussion of how RTI technical adequacy may be simplified.

This Guide seeks to provide assistance to educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms.

Reducing the dropout rate of high school students remains one of the great challenges facing education. The consequences for those who do not obtain a high school diploma are real and long lasting. Individuals who do not complete high school are more likely to face unemployment, earn less income over a lifetime, experience poverty, rely on public assistance, suffer health problems, and spend time in prison. This study undertaken by WestEd researchers provides valuable information necessary for developing interventions to support the approximate 20% of students who reenroll after initially dropping out of school.

The Individuals with Disabilities Education Improvement Act of 2004 made important amendments to the federal special education law regarding the identification of students with learning disabilities. The book grounds RtI in law and policy predating IDEA 2004 in addition to walking the reader through the array of implementation issues.

The purpose of this study was to examine the effects of an early intervention strategy, First Step to Success, involving (a) teacher-directed and (b) a combination of teacher- and parent-directed strategies on the behaviors of elementary school children at risk for antisocial behavior. 

The focus of this essay is on which economic methods can complement and enhance impact evaluations. The authors propose the use of six domains to link intervention effectiveness to the best technique needed to determine which practice is the most cost-effective choice.

This paper outline the rationale, critical dimensions, and techniques for using peer micronorms and discuss technical adequacy considerations.

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions in different situations. 

This research evaluated the outcomes of a school psychology training practicum by replicating intervention-based service delivery procedures established in prior research. 

The author shares nine teachable competencies that can serve as a principal's guide for empathy education. This paper will help answer which practices enhance empathy and how will principals know if teachers are implementing them effectively. 

This article provides a brief description of the conclusions of the LD Initiative and the impact these conclusions have had, and overview of the new regulations regarding response to intervention and the identification of children with SLD, and information about current technical-assistance activities.

This paper summarizes an approach to prevention partnerships developed over a decade and centered on the three-tiered Positive Behavioral Interventions and Supports (PBIS) model.

This book provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. 

Although prereferral intervention teams (PIT) are common in public schools, there is little and conflicting research to support them. The current article conducted an empirical meta-analysis of research on PITs by reviewing 72 articles.

Handbook of Response to Intervention in Early Childhood represents an ambitious undertaking: namely, to gather within a single volume all of the knowledge that exists on a topic that has attracted much attention in recent years.

This chapter provides insights to the questions posed regarding implementation and ongoing practice of RTI, both at the state and local levels.

This review assesses the effectiveness of school-based curricula, finance, management, and teacher’s decision-making. This report has implications for the impact of charter schools, as the primary intervention in this model is local control. The report finds limited evidence of the effectiveness of these reforms, especially from low-income countries.

A meta-analysis of the distributed practice effect was performed to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles.

This review involved a systematic analysis of studies that focused on the use of peer-mediated interventions (PMI) in the treatment of individuals with autism spectrum disorders (ASD). Further, we critically appraised each study's design and related methodological details in order to determine certainty of evidence.

The report provides recommendations and strategies for managing chronic absenteeism at all levels of education leadership, from state agencies through individual schools.  It also has an interactive web site where the reader can drill down on specific data at all levels of the education system.  www.attendanceworks.org

This chapter provides an integrative approach to measurement as it is likely to be applied to assessment and evaluation within an RTI framework

A rationale and model for changing assessment efforts in schools from simple description to the integration of information from multiple sources for the purpose of designing interventions are described.

This paper describes opportunities, challenges, and cautions in response to T. R. Kratochwill and K. C. Stoiber's vision and other critical issues for the evidence-based intervention (EBI) movement in school psychology. 

Two school-based primary prevention interventions for adolescent depressive symptomatology and disorder were examined in separate studies with high school samples of 9th and 10th-grade adolescents.

Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures.

This article describes the use of evidence-based practice along with a multi-stakeholder 
consensus process to design the psychosocial rehabilitation components in a benefit 
package of publicly funded mental health services in Texas.

This study sought to investigate the impact of a supplemental program’s script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises.

This article provides an overview of the nonspecific/universal engagement strategies used by MST therapists, frequently observed barriers to achieving therapist‐family engagement, and specific strategies to overcome a sampling of these barriers.

The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages.

Examines the Instructional Hierarchy, a conceptual framework for refining the notion of academic responding according to a learning hierarchy and describing treatment components (e.g., modeling, drill, reinforcement, etc.) that correspond to different stages of the learning hierarchy. 

Reading interventions were applied in a brief multielement format to examine their effectiveness at improving the oral reading fluency of three students referred for reading problems. 

The issue of sexual harassment has been front page news this past year. What does the research tell us about school interventions designed to reduce sexual harassment? This meta-analysis examines research on the topic and provides insight into how effective current efforts are at stemming incidents of this serious problem. This review provides a quantitative synthesis of empirical evaluations of school-based programs implemented in middle and high schools designed to prevent or reduce incidents of dating violence. This meta-analysis of 23 studies indicates school-based programs having no significant impact on dating violence perpetration and victimization; however, they can have a positive influence on dating violence knowledge and student attitudes.

special education as a problem solving the nature of mild handicaps person-centered versus situation-centered problems. 

The impact of an intervention is influenced by how well it fis into the context of a classroom.  This paper suggests a number of variables to consider and how they might be measured prior to the development of an intervention.

The authors developed a multi-faceted prejudice habit-breaking intervention to produce long-term reductions in implicit race bias. The intervention is based on the premise that implicit bias is like a habit that can be broken through a combination of awareness of implicit bias, concern about the effects of that bias, and the application of strategies to reduce bias.

The author's objective is to assess treatment effectiveness for problem behaviours of individuals who have mental retardation.

This article explored developmental and intervention evidence relevant to iatrogenic effects in peer-group interventions. Longitudinal research revealed that "deviancy training" within adolescent friendships predicts increases in delinquency, substance use, violence, and adult maladjustment.

The purpose of this meta-analysis is to examine the impact of mindfulness training on students. Mindfulness based interventions (MBIs) are an increasingly popular way designed to improve the behavioral, cognitive and mental health outcomes of children. The researchers found a positive 0.19 effect size.  Outcome of Mindfulness for Executive Functioning, Attention, Depression, Anxiety/Stress and Negative Behaviors, identified effect sizes (Cohen’s d), ranging from .16 to .30.

The authors evaluated the initial effectiveness, maintenance, and transferability of the results of functional communication training as an intervention for the challenging behaviors exhibited by 3 students.

The authors concluded that early intensive behavioral intervention was associated with large to moderate improvements in IQ (intelligence quotient) and adaptive behavior in children with autism compared to no intervention or eclectic treatment.

This section includes tools and resources that can help school leaders, teachers, and other stakeholders be more strategic in their decision-making about planning, implementing, and evaluating evidence-based interventions to improve the conditions for learning and facilitate positive student outcomes.

The purpose of this article is to present a conceptual framework for advancing mental health science and practice for vulnerable children that is in accord with the Surgeon General’s priorities for change. 

This study examines the issue of extending the school day and year. The positive effects of having more time for teaching through longer class periods, individual assistance, and tutoring sessions, students spend more time on task than do students in schools operating on a conventional schedule. Studying these schools also reveals that despite the benefits there are hefty challenges to extending the school day.

Articulated in the Ottawa Charter for Health Promotion, this strategy emphasizes the importance of environmental influences on the behaviors associated with health promotion and injury prevention.

This book analyzes the findings of a treatment program which integrated antisocial and delinquent youths into prosocial peer groups in a suburban community center in St. Louis.

This meta-analysis examines how shared book reading impacts the English language and literacy skills of young children. The study finds a significant positive effect of using shared reading on English learner academic outcomes.

Quality indicators of prereferral interventions (i.e., behavioral definition, direct measure, step-by-step plan, treatment integrity, graphing of results, and direct comparison to baseline) were investigated as predictors of prereferral intervention outcomes with a sample of regular education teachers and related services personnel on the same 312 students. 

This study examined the factors that are important to successful implementation and sustainability of evidence-based interventions in school settings

CASL's general goal is to identify instructional practices that accelerate the learning of K-3 children with disabilities. A specific goal is to identify and understand the nature of nonresponsiveness to generally effective instruction. 

In this article, we explain important features of RTI, why it has been promoted as a substitute for IQ-achievement discrepancy, and what remains to be understood before it may be seen as a valid means of LD identification.

The authors describe both types of responsiveness-to-intervention (RTI), "problem solving" and "standard-protocol" then  review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with Learning Disabilities

The authors describe both types of RTI, review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with LD.

This commentary offers such a framework and then they consider how the articles constituting this special issue address the various questions posed in the framework. 

To implement RTI for prevention and identification, schools must make decisions about six components that constitute the process. The authors recommendation is that schools employ three tiers, with only one tier separating general and special education.

The purpose of this study is to conduct a systematic meta-analysis of RCTs on SWPBIS. Ninety schools, including both elementary and high schools, met criteria to be included in this study. A statistically significant large treatment effect (g = −.86) was found for reducing school suspension. No treatment effect was found for office discipline referrals.

This chapter describes some of the critical conceptual issues related to intervention implementation, and provides a selected review of the research regarding the assessment and assurance of intervention implementation.

This brief describes seven promising programs that have developed a coordinated response to reduce truancy and juvenile delinquency.

This study examined general education teachers’ implementation of a peer tutoring intervention for five elementary students referred for consultation and intervention due to academic concerns. Treatment integrity was assessed via permanent products produced by the intervention.

The purpose of this article is to (a) highlight several considerations about the appropriateness, technical adequacy, and usability of academic or behavioral screeners and (b) provide a general assessment of the current state of science pertaining to universal screening. The article concludes with considerations for policy and practice. 

The primary hypothesis of COMMIT (Community Intervention Trial for Smoking Cessation) was that a community-level, multi-channel, 4-year intervention would increase quit rates among cigarette smokers, with heavy smokers (≥25 cigarettes per day) of priority.

COMMIT (Community Intervention Trial for Smoking Cessation) investigated whether a community-level multichannel intervention would decrease the prevalence of adult cigarette smoking and increase quitting with heavy smokers (≥25 cigarettes per day) receiving the highest priority. 

In this article, we examine assessment and accountability in the context of a prevention-oriented assessment and intervention system designed to assess early reading progress formatively.

This report has been developed to help stimulate researchers and practitioners to place greater emphasis on how they conceptualize and measure implementation of evidence-based prevention programs

In this review, the authors identify and describe 34 universal and targeted interventions that have demonstrated positive outcomes under rigorous evaluation. 

Technical issues (specification of treatment components, deviations from treatment protocols and amount of behavior change, and psychometric issues in assessing Treatment Integrity) involved in the measurement of Treatment Integrity are discussed.

Resistance to intervention is a function of a number of factors including the severity, chronicity, generalization, and tolerance of the behavior, as well as the strength, acceptability, and effectiveness of interventions. These factors are discussed, and implications for referral, assessment, intervention, and classification are presented. 

Response to intervention is defined and described along with methods and procedures for quantifying whether or not a student shows an adequate or inadequate response to an evidence-based intervention implemented with integrity. 

This column suggests an intervention continuum to be used that extends beyond the current model, providing a matrix that aligns social-emotional or behavioral skills with specific interventions shown to be effective for students who fall under other disability labels.

 In this issue you will find both a brief introduction to the new Empirically Supported Interventions Section and the first of a two-part substantive discussion of vital issues pertaining to this topic. A companion piece further extending this analysis will follow shortly in a subsequent issue. 

This article introduces a special section addressing these resource allocation issues in the context of prevalent disorders 

This principal's guide to implementing Response to Intervention (RTI) for elementary and middle school reading emphasizes the critical role administrators play in ensuring RTI success in their schools. The author makes recommendations for putting the RTI process in motion and helps school leaders:

to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types when implemented with students with ADHD in classroom settings.

 This book provides a complete guide to implementing a wide range of problem-solving assessment methods: functional behavioral assessment, interviews, classroom observations, curriculum-based measurement, rating scales, and cognitive instruments.

This book explains the principles of MST and provides clear guidelines for clinical assessment and intervention with delinquent youth and their families.

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

Used a direct observation-based approach to identify behavioral conditions in sending (i.e., special education) and in receiving (i.e., regular education) classrooms and to identify targets for intervention that might facilitate mainstreaming of behavior-disordered (BD) children.

A study was designed to investigate if a combination of positive behavior supports-based interventions such as behavior-specific praise and reduced teacher reprimands might improve on-task behavior. 

This study examines the impact of The Whole School Restorative Justice Program (WSRJ). WSRJ utilizes a multi-tiered strategy. Tier 1 is regular classroom circles, Tier 2 is repair harm/conflict circles, and Tier 3 includes mediation, family group conferencing, and welcome/re-entry circles to initiate successful re-integration of students being released from juvenile detention centers.The key findings of this report show decreased problem behavior, improved school climate, and improved student achievement. 

The Second Edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students.

This article examines the extent to which each study conforms to the guidelines set forth by the Task Force on Promotion and Dissemination of Psychological Procedures (1996) for well-established and probably efficacious interventions.

The nature of effective instruction for students with specific learning disability is explored.

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. The author argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time.

In this article, we discuss the importance of studying mechanisms, the logical and methodological requirements, and why almost no studies to date provide evidence for why or how treatment works.

The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.

This research assessed whether students with severe autistic disabilities could learn to use a self-management treatment package to reduce their stereotypic behavior within a multiple baselines across subjects design with withdrawals.

The task force on interventions by the American Psychological Association (APA, Task Force on Promotion and Dissemination of Psychological Procedures, 1995) stimulated considerable enthusiasm among many about the role of ESIs in practice.

The authors presents the conceptual, philosophical, and methodological basis for the Procedural and Coding Manual for Review of Evidence-Based Interventions

This chapter provides an overview of some of the conceptual and foundation features of RTI.

This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a school wide primary intervention program

Presents a conceptual model of strong school-based interventions. It is suggested that all of these concepts must be practically utilized if strong interventions are to be applied to school problems. Suggestions and implications for school psychology practitioners are discussed.

The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research.

The bulletin describes the procedures used to select studies for the meta-analysis, presents the methods of analysis used to answer the above questions, and then discusses effective interventions for noninstitutionalized and institutionalized offenders. 

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders.

This study examines key substance use, delinquency, and school-based aggressive behavior outcomes at a 1-year follow-up for a cognitive-behavioral intervention delivered to aggressive children and their parents at the time of these children's transition to middle school. 

The article provides an overview of the history, agenda, and methodology used by the task force to define and identify specfic empirically supported interventions for children with specific disorders.

In this article, guidelines for evaluating the technical adequacy of that process are described. The guidelines highlight the interdependencies among assessment functions, subsumed by the goal of helping, and the role of structural factors (e.g., collaboration) in shaping the meaningfulness, appropriateness, and usefulness of the assessment-intervention process.

This study examined the policies and practices of a representative sample of high schools to identify how they structure their credit recovery programs. 

Self-Regulated Strategy Development (SRSD) is an intervention designed to improve students’ academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities. Based on evidence from single-case design studies, SRSD had potentially positive effects on writing achievement for students with a specific learning disability.

The purpose of this chapter is to describe a critical component of the response-to-
intervention (RTI) process: monitoring student response to general education instruction.

The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on‐task behaviour of two “disruptive” secondary school classes reported. 

This comprehensive yet accessible reference covers the three tiers of RTI, schoolwide screening, progress monitoring, challenges to implementation, and changes in school structures and individual staff roles.

This study examined the effect of a visual performance feedback intervention (i.e., a simple, computer-generated line graph) on teachers' rate of praise for students' academic and behavioral performance and subsequent changes in students' rates of problem behavior.

In this study, FCT was superimposed on an existing NCE schedule in an attempt to maintain the advantages of each procedure while removing known limitations.

The purpose of this paper is to review studies that have used instructional variables as nonaversive interventionsfor problem behaviors.

This book discusses major mental disorders in a question-and-answer format. It offers information about treatment decisions and the pros and cons of a particular treatment. This books helps people understand the issues involved when working with a mental health professional.

This paper is designed to help educators understand research findings on promising interventions for students with a history of behavior problems. It reviews programs for preventing such problems from recurring among children and adolescents with chronic antisocial behavior.

The purpose of this National Joint Committee on Learning Disabilities (NJCLD) report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). 

This synthesis is described under the rubric of functional outcome analysis (FOA) and is organized around an examination of classroom resources. Various methods of assessing intervention costs and benefits, as well as their distribution, are described. 

This article describes a school-wide system of early identification and intervention for children placed at risk for school success and discusses how schools might implement the recommendations offered in the literature.

The purpose of this study was to examine the strength of scientific evidence from single-subject research underlying the Division of Early Childhood (DEC) Recommended Practices.

The purpose of the current investigation was to assess the relationship between the integrity with which social skills interventions were implemented in early childhood special education classrooms and 3 factors: teacher ratings of intervention acceptability, consultative support for implementation, and individual child outcomes.

This article identify five areas that subsume the major activities of problem solving or non categorical service delivery. They are (1) assessment for interventions (2) support for interventions  (3) parent involvement (4) problem solving collaboration (5) resources for students as a part of general education.

This study evaluated the immediate postintervention effects of two brief suicide prevention protocols: a brief interview—Counselors CARE (C-CARE)— and C-CARE plus a 12-session Coping and Support Training (CAST) peer-group intervention. S

This book focuses on helping K-12 teachers increase their use of classroom management strategies that work.  The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change.

This study evaluted the impact of coaching on the implementation of an intervention.  Coaching with higher rates of performance feedback resulted in the highest level of treatment integrity.

Describes treatment of autism, a severe, chronic developmental disorder that results in significant lifelong disability for most persons, with few persons ever functioning in an independent and typical lifestyle.

The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multi categorical resource room.

This What Works Clearinghouse practice guide provides educators and administrators with four evidence-based recommendations for reducing dropout rates in middle and high schools. The guide offers specific, strategies; examples of how to implement the practices; advice on how to overcome obstacles; and a summary of the supporting evidence.

This chapter traces the origins of RTI as a community mental health prevention model and examine its emergence into service eligibility determination in special education. 

This paper reviews options for treatment integrity measurement emphasizing how direct behavior rating technology might be incorporated within a multi-tiered model of intervention delivery.

This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.

This study examined relations between therapist, caregiver, and youth characteristics and therapist adherence to multisystemic therapy (MST). 

This paper will describe a set of five measure-able indicators from three domains of evaluation that schools can use to obtain frequent feedback on the impact of their RTI system on reading instruction and achievement. 

Used a multiple baseline design to evaluate teacher-only consultation (TOC) and conjoint behavioral consultation (CBC) in their ability to produce cross-setting behavioral change in the social initiations (SIs) of 4 withdrawn children (aged 9–12 yrs). Direct observation, rating scale, and self-report data were collected from various sources across settings. 

This paper illustrates the application of the Task Force on Evidence-Based Interventions in School Psychology coding criteria using a single-participant research design study.

This study examined the degree to which school psychology programs provided training in Evidence-Based Interventions (EBIs), examined the contextual factors that interfere with EBI training, and whether students are taught to apply the criteria developed by Divisions 12, 16, and 53 of the APA when evaluating outcome research. 

This book offers the latest in evidence-based measures that have proven to create safer, more effective schools. The book emphasizes the interwoven nature of violence and academic underachievement, the importance of prevention and early intervention, the need to integrate intervention and remediation services in a seamless delivery system, and the enormous protective benefits of school success in all areas of a child's life.

As the successor to one of NASP's most popular publications, Interventions for Academic and Behavior Problems II offers the latest in evidence-based measures that have proven to create safer, more effective schools.

This study analyzed the magnitude of experimental intervention outcomes as a function of violations in internal and external validity for studies that included students with learning disabilities. 

Since 1980, 12 peer-reviewed outcome studies (nine on behavior analytic programs, one on Project TEACCH, and two on Colorado Health Sciences) have focused on early intervention for children with autism. Mean 10 gains of 7-28 points were reported in studies of behavior analytic programs, and 3-9 in studies on TEACCH and Colorado. 

A research synthesis was conducted to examine the relationship between a written emotional expression task and subsequent health. This writing task was found to lead to significantly improved health outcomes in healthy participants.

This article examines data from six studies of natural recovery and assisted self-change with alcohol abusers, many of whom had dual recoveries (i.e., quit smoking and quit or moderated drinking).

The current study extracted and aggregated data from single-case studies that used Performance feedback (PF) in school settings to increase teachers' use of classroom-based interventions.

This article examine what science offers general and special educators who teach reading then review some well‐established scientific findings about reading and their practical implications, not only for children with reading disabilities, but for other children as well.

In Part 1 of this 2-part article, the authors present historical, contextual, and methodological perspectives on the use of empirically supported interventions in school and community settings. 

The purpose of this special issue is to address current issues, challenges, and promising approaches for providing Tier 2 behavioral interventions in school settings. Articles solicited for this issue address gaps in the literature and implementation needs and challenges specifically for Tier 2.

This article focuses on the systemic implementation features of SWPBS as a means of increasing the accurate adoption and sustained implementation of effective behavioral practices at the individual student, classroom, and school-wide levels. This article describes SWPBS, suggest how SWPBS might be implemented at broader systems levels, and discuss research and practice implications.

This study has 2 purposes: examine the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD.

A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided.

This article summarizes a comprehensive synthesis of experimental intervention studies that have included students with learning disabilities

This meta-analysis of school-based social and emotional learning (SEL) interventions examined the impact of SEL on key outcomes: social-emotional skills, positive attitudes, positive social behavior, academic performance, conduct problems, emotional distress, and drug use. A total of 82 studies met the criteria for inclusion in the meta-analysis. To be included, studies needed to examine school-based social and emotional learning interventions that were universal, or administered to all students, instead of focusing on students with specific social or behavioral problems. A majority of the studies used randomized designs, monitored implementation, and employed reliable and valid outcome measures. Researchers found that students in school-based SEL interventions demonstrated positive benefits in seven outcomes for 56 weeks to 195 weeks (3.75 years) following program participation. An effect size of 0.33 was found for academic performance (based on grades and test scores drawn from school records).

This study examined the fidelity of problem-solving implementation by multidisciplinary
teams (MDTs) in 227 schools and the relationship to student outcomes.

The purpose of this study is the examination of low-cost interventions to improve the performance of disadvantaged students. The intervention was designed to improve the performance of students by providing small-group tutoring sessions. The research found that children who received tutoring progressed more in math compared to children in control schools (effect size = +0.19). 

Five recent studies of methods to prevent reading difficulties were examined in light of the goal that every child should acquire adequate word reading skills during early elementary school. 

This article examines the impact of poor decision making in school psychology, with a focus on determining eligibility for special education. Effective decision making depends upon the selection and correct use of measures that yield reliable scores and valid conclusions, but traditional psychometric adequacy often comes up short. The author suggests specific ways in which school psychologists might overcome barriers to using effective assessment and intervention practices in schools in order to produce better results.

The purpose of this study was to examine the effects of implementation of a systematic
response to intervention (RTI) model on the identification and evaluation of children for
special education. 

This article describes the emergence and influence of evidence-based practice and data-based decision making in educational systems. This article describes the ways in which evidence-based practice (EBP) and  response to intervention (RtI) can be used to improve efficacy, efficiency, and equity of educational services. 

The authors argue against the use of psychometric assessment as the primary or sole vehicle for diagnosing specific reading disability and delivered some suggestions.

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading.

This research evaluated the separate treatment components of a functional communication training program for 3 severely handicapped persons who each displayed different topographies of aberrant behavior.

A major goal of this article (and of our much larger book) is to communicate and adapt this knowledge base for effective use by educators in coping with the rising tide of antisocial students populating today's schools.

This book presents exemplary treatment approaches for a broad range of social, emotional, and behavioral problems in children and adolescents. Concise chapters from leading authorities describe the conceptual underpinnings of each therapy, how interventions are delivered on a session-by-session basis, and what the research shows about treatment effectiveness.

The study does suggest that "more is not always better" (L. Bickman, 1996), but more of what? Little is known about the specific interventions that were combined to form the Fort Bragg system of care, so the study does not really reveal what failed or what needs to be changed. 

This study examined components of teacher judgements that an intervention is either acceptable or unacceptable. A total of 180 preservice and student teachers were asked to evaluate the acceptability of six different interventions.

This article provides a brief review and a critique of behavioral consultation. Specifically, the procedures utilized within BC for assessment of the problem, development of an intervention, implementation of the intervention, and plan evaluation are overly reliant on indirect methods of behavior assessment and behavior change.

This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.

This study examined the integrity with which 4 general education teachers implemented an intervention designed to improve the academic performance of elementary school students. Treatment integrity was measured daily using permanent products.

The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.

PracticeWise works primarily in mental health to support individuals working with children and families to be more informed and more prepared, through established knowledge management strategies and resources. The services include professional training, online information resources, books and guides, organizational consultation, and service system design and management.