Strategies

Treatment integrity is a core component of data-based decision making (Detrich, 2013). The usual approach is to consider student data when making decisions about an intervention; however, if there are no data about how well the intervention was implemented, then meaningful judgments cannot be made about effectiveness.

This special issue of Strategies is devoted to highlighting this knowledge base and corresponding practices. In this issue you will find an in-depth case study of a school district engaged in systemic improvement, using the principles and practices of what Dr. Jackson calls the Pedagogy of Confidence®. 

This book is compiled from the proceedings of the sixth summit entitled “Performance Feedback: Using Data to Improve Educator Performance.” The 2011 summit topic was selected to help answer the following question: What basic practice has the potential for the greatest impact on changing the behavior of students, teachers, and school administrative personnel?

This article describes a school district administrator's research on optimal coaching experiences for classroom teachers. This research was done with the intent of gaining a better understanding of how coaching affects student learning. 

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 literature review aims to provide district leaders with an understanding of the research and best evidence regarding the components of effective principal talent management systems.

The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA.

This study evaluated the effects of performance feedback to increase the implementation of skills taught during in-service training.

This article explores factors influencing the sustained use of Peer Assisted Learning Strategies (PALS) in math in one elementary school.

This study evaulates the effects of performance feedback as part of proffessional development across three studies.

The purpose of this research was to examine the effect of teaching of learning strategies on academic achievement of students. The meta-analysis model was adopted to examine the effectiveness of teaching of learning strategies on academic achievement. According to moderator analyses, it was found that there was no significant difference between effect sizes of the studies in terms of sample size, publication type, course type, implementation duration, instructional level, school setting, and socioeconomic status

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 book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.

This book delivers teaching practice highlights and some strategies introduced in schools to give educators, evaluators, and researchers comprehensive evidence found on the best instructional strategies schools could use to improve student outcomes significantly.

One of the primary goals of implementation science is to insure that programs are implemented with integrity.  This paper presents an integrated model of implementation that emphasizes treatment integrity.

This paper discuss ClasWide Peer Tutoring as an effective strategy for Student with Emotional and Behavioral Disorder

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

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

This study examines the importance of implementation integrity for problem-solving teams (PST) and response-to-intervention models.

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.

Incidental teaching is often a component of early childhood intervention programs.  This study evaluated the use of grahical feedback to increase the use of incidental teaching.

One of the challenges for increasing treatment integrity is finding effective methods for doing so.  This study evaluated the use of checklist-based training to increase treatment integrity.

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 study evaluated the impact of performance feedback on how well problem-solving teams implemeted a structured decision-making protocal.  Teams performed better when feedback was provided.

This study investigated the effects of performance feedback to increase treatment integrity.

This study evaluated the effects of performance feedback in increasing treatment integrity.  It also evaluated the possible reactivitiy effects of being observed.

This study examines obstacles encountered by 33 educators along with suggested interventions to overcome impediments to effective delivery of classroom management interventions or behavior support plans. Having the right classroom management plan isn’t enough if you can’t deliver the strategies to the students in the classroom.

This study evaluated the effects of video modeling on staff implementation of a problem solving intervention.

This study evaluated the effects of allowing teachers to “test drive” interventions and then select the intervention they most preferred.  The result was an increase in treatment integrity.

To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity.  Typically, much greater attention has been given to identifying effective practices.  This review focuses on features of high quality implementation.

Reform efforts tend to come and go very quickly in education. This paper makes the argument that the sustainability of programs is closely related to how well those programs are implemented.

The usual approach to determining if an intervention is effective for a student is to review student outcome data; however, this is only part of the task. Student data can only be understood if we know something about how well the intervention was implemented. Student data without treatment integrity data are largely meaningless because without knowing how well an intervention has been implemented, no judgments can be made about the effectiveness of the intervention. Poor outcomes can be a function of an ineffective intervention or poor implementation of the intervention. Without treatment integrity data, there is a risk that an intervention will be judged as ineffective when, in fact, the quality of implementation was so inadequate that it would be unreasonable to expect positive outcomes.

This study comared the effects of goal setting about student performance and feedback about student performance with daily written feedback about student performance, feedback about accuracy of implementation, and cancelling meetings if integrity criterion was met. 

This study evaluated the impact of allowing  teachers to miss coaching meetings if their treatment integrity scores met or exceeded criterion.

This study evaluated the effects of video modeling on how well teachers implemented interventions.  There was an increase in integrity but it remained variable.  More stable patterns of implementation were observed when teachers were given feedback about their peroformance.

This study evaluated the impact of public feedback in RtI team meetings on the quality of implementation.  Feedback improved poor implementation and maintained high level implementation.

The authors conducted a study of teachers' perceptions of the potential costs and benefits of involvement in school decision making. The teachers interviewed rated the potential costs of decision making involvement as low and the potential benefits as high. Nevertheless, many were hesitant to become involved because they saw little possibility that their involvement would actually make a difference.

This book presents a wide variety of exemplary programs addressing behavioral and social problems, school failure, drug use, injuries, child abuse, physical health, and other critical issues.

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 is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.

This paper describes the scaling up and dissemination of a partent training program in Norway while maintaining fidelity of implementation.

The authors assessed the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction (L. S. Fuchs et al., 2003), on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. 

This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools.

This book was written to disseminate measurably superior instructional strategies to those 
interested in advancing sound, pedagogically effective, field-tested educational practices

The Rand Corporation just released its report evaluating the impact of the Principal Pipeline Initiative (PPI),a project supported by the Wallace Foundation to create and implement a strategic process for school leadership talent management. This report documents what the PPI districts were able to accomplish, describing the implementation of the PPI and its effects on student achievement, other school outcomes, and principal retention. 

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.

This paper provides students with an opportunity to improve their reading comprehension and text-based discussion skills. The activity, which can be used with intermediate and advanced learners, is ideal for English language learners in content classes and is particularly useful for building foundational knowledge of a new topic.

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.

Organizations house many individuals.  Many of them are responsible implementing the same practice.  If organizations are to meet their goal it is important for the organization have systems for assuring high levels of treatment integrity.

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

Describes the effects of internal school staff providing feedback to teachers as a means of increasing treatment integrity.  It was necessary to have someone provide feedback to internal staff about how well they implemented the plan to provide feedback to teachers.  Makes the case that treatment integrity is requires multi-tier systems of support if interventions are to be implemented effectively.

This study examines adoption and implementation of the US Department of Education's new policy, the `Principles of Effectiveness', from a diffusion of innovations theoretical framework. In this report, we evaluate adoption in relation to Principle 3: the requirement to select research-based programs.

For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.

The authors evaluated four methods for increasing the practicality of functional communication training (FCT) by decreasing the frequency of reinforcement for alternative behavior.

This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform.

This article aimed to review the literature and examine and compare the effects of choral and individual responding. Results indicate a generally positive relationship between using choral responding versus individual responding on student variables such as active student responding, on-task behavior, and correct responses.

ASR [active student response] can be defined as an observable response made to an instructional antecedent / [compare ASR] to other measures of instructional time and student engagement / 3 benefits of increasing the frequency of ASR during instruction are discussed.

There are numerous practical strategies for increasing active student response during group instruction. One of these strategies, Choral Responding, is the subject of this article. 

This article discusses the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. 

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.

This study aimed to examine active instruction and engagement across elementary, middle, and high schools using a large database of direct classroom observations. 

Through several postsecondary surveys, NCES collects information about where and how the aid is distributed and whether it had an impact on student outcomes. This brochure describes the NCES postsecondary survey. 

This paper describes “how” to effectively implement lasting school improvement initiatives that maximize leadership, develop talent, amplify instructional transformation, and shift the culture.

This piece describes the widely held perception among education leaders that we already  know how to help teachers improve, and that we could achieve our goal of great teaching in far more classrooms if we just applied what we know more widely. 

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. 

This study examined the effects of performance feedback on treatment integrity.

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 book examines the use of video recording to to improve teacher performance. The book shows how every classroom can easily benefit from setting up a camera and hitting “record”.  

The purpose of this article is to provide teachers with several suggestions for creating and using guided notes to enhance other effective teaching methods, support students’ studying, and promote higher order thinking.

Scientists have discredited claims that listening to classical music enhances intelligence, yet this so-called "Mozart Effect" has actually exploded in popularity over the years.

An old disagreement over how to teach children to read -- whole-language versus phonics -- has re-emerged in California, in a new form. Previously confined largely to education, the dispute is now a full-fledged political issue there, and is likely to become one in other states.

Dear Colleagues Letter: Resource Comparability is a letter written by United States Department of Education. This letter was meant to call people attention to disparities that persist in access to educational resources, and to help address those disparities and comply with the legal obligation to provide students with equal access to these resources without regard to race, color, or national origin (This letter addresses legal obligations under Title VI of the Civil Rights Act of 1964, Title VI). This letter builds on the prior work shared by the U.S. Department of Education on this critical topic.

Using a randomized control trial in 11 Chinese primary schools, we studied the effects of pay-for-grades programs on academic cheating. We randomly assigned 82 classrooms into treatment or control conditions, and used a statistical algorithm to determine the occurrence of cheating. 

This article elaborate on a topic "What to expect in Common Core immediate political future". Here, they discuss four key challenges that CCSS will face between now and the end of the year. Common Core is now several years into implementation.  Supporters have had a difficult time persuading skeptics that any positive results have occurred. The best evidence has been mixed on that question. The political challenges that Common Core faces the remainder of this year may determine whether it survives.

This study evaluated the effects of an intensive training progam for paraeducators responsible for implementing a group contingency intervention for classroom behavior.

In this special issue, this Journal introduce a fourth peer teaching model, Classwide Student Tutoring Teams. This journal also provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.

Many schools and teachers are striving to create more dynamic classroom learning environments that encourage students to think critically and manage their own learning in preparation for college and careers. Some observers view formative assessment as a means to this end.

The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied

We should stop being so embarrassed by uncertainty and embrace it as a strength rather than a weakness of scientific reasoning

This position paper contends that the whole language approach to reading instruction has been disproved by research and evaluation but still pervades textbooks for teachers, instructional materials for classroom use, some states' language-arts standards and other policy documents, teacher licensing requirements and preparation programs, and the professional context in which teachers work. 

Should U.S. students be doing more math practice and drilling in their classrooms? That’s the suggestion from last week’s most emailed New York Times op-ed. The op-ed’s author argued that more practice and drilling could help narrow math achievement gaps. These gaps occur in the U.S. by the primary grades.

This meta-analysis reports on the overall effectiveness of video analysis when used with special educators, as well as on moderator analyses related to participant and instructional characteristics.

This study evaluated the effects of performance feedback on the implementation of a classroom intervention.

This study compared the effects of discussing issues of implementation challenges and performance feedback on increasing the integrity of implementation. Performance feedback was more effective than discussion in increasing integrity.

This study contributes to the data-base on the use of performance feedback to increase treatment integrity.

This study evaluated the impact of training on treatment integrity.  After finding that positive effects lasted 2-4 days, performance feedback was used to increase treatment integrity.

This study evaluated three approaches to behavioral consultation and their impact on treatment integrity.  Performance feedback was associated with superior treatment implementation and child behavioral outcomes.

This paper enters debate about how U.S. schools might address long-standing disparities in educational and economic opportunities while improving the educational outcomes for all students. with a vision and an argument for realizing that vision, based on lessons learned from 60 years of education research and reform efforts. The central points covered draw on a much more extensive treatment of these issues published in 2015. The aim is to spark fruitful discussion among educators, policymakers, and researchers.

Naomi Oreskes offers a bold and compelling defense of science, revealing why the social character of scientific
knowledge is its greatest strength—and the greatest reason we can trust it.

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms.

This study evaluated the effects of a pyramidal training model to improve teachers’ implementation of functional analysis components.  An expert trained a group of teachers who then trained another group of teachers.  All teachers improved their ability to conduct functional analyses.

The current study investigated whether prompting students to engage in generative learning strategies improves students' subsequent judgments of learning and self-regulation. Seventy- eight middle school students in a pre-algebra class completed worksheets in between problem-solving sessions in a computer-based cognitive tutor. 

This study evaluated the effects of performance feedback to pre-service teachers to increase their rates of positive and negative communication with students.

This research paper reports on testing the hypothesis that music and spatial task performance are causally related. Two complementary studies are presented that replicate and explore previous findings.

The focus of the book is on essential concepts in educational statistics, understanding when to use various statistical tests, and how to interpret results. This book introduces educational students and practitioners to the use of statistics in education and basic concepts in statistics are explained in clear language. 

The terms cloze procedure and cohesion are associated with reading development. Specifically, doze applies to the testing and teaching of reading while cohesion applies to a description of how the way in which reading material is written can affect reading development. 

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.

This page describes the conflict of interest and what should we do about it.

It is proposed in this paper that interventions are most likely to be implemented when they draw from existing practices in a classroom.

This study evaluated the impact of performance feedback as a means of increasing treatment integrity for teachers implementing First Steps to Success.

This book looks at how new ideas spread via communication channels over time. Such innovations are initially perceived as uncertain and even risky. To overcome this uncertainty, most people seek out others like themselves who have already adopted the new idea. Thus the diffusion process typically takes months or years. But there are exceptions: use of the Internet in the 1990s, for example, may have spread more rapidly than any other innovation in the history of humankind. 

This review will briefly address the nature of conflicts of interest in research, including the importance of both financial and non-financial conflicts, and the potential effectiveness and limits of various strategies for managing such conflicts.

Evidence-based interventions benefit learners only when they are implemented fully. Yet many educators struggle with successful implementation. Step-by-step procedures are presented for assessing existing implementation efforts and using a menu of support strategies to promote intervention fidelity.

This paper describes a multi-tier system of supports for teachers as they implement an intervention.

This study evaluated the Treatment Integiry Planning Protocol as a means for increasing treatment integrity.

This paper describes treatment integrity assessment and intervention for practicing school psychologists.

This study evaluated four methods for teachers self reporting how well they implemented an intervention.

This study evaluates the efficacy of the Implementation Planning Protocol as a means for increasing treatment integrity.

This paper evaluated the impact of Implementation Planning on teacher level of treatment integrity.

For more than 10 years, the Journal of Positive Behavior Interventions has published, among other types of articles, behavioral intervention outcome studies related to positive behavior support. Operationally defining interventions is important to facilitating replication studies and adoption of intervention in applied settings.

This study evaluated the relative benefits of verbal feedback and verbal plus grahic feedback as a means for increasing treatment integrity.  The verbal plus graphic feedback was more effective than verbal feedback alone.

This study utilized a “bug in the ear” device to provide immediate feedback on implementation of specific teaching practices.

This paper describes the use of wireless technology to give feedback to students in a teacher prep program about their integrity of implementation.

This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. T

The purpose of this article was to describe the developmental effects of one elementary physical education teacher's proactive teaching of prosocial behavior. An ABA (B) design coupled with a control group comparison across six matched urban physical education classes was used to assess the teaching strategy.

In this strategy guide, you will learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-Share technique.

This article reviews research on the achievement outcomes of three types of approaches to
improving elementary mathematics: mathematics curricula, computer-assisted instruction
(CAI), and instructional process programs.

In this grounded theory study, 19 teachers were interviewed and then, in constant comparative fashion, the interview data were analyzed. The theoretical model that emerged from the data describes novice teachers' tendencies to select and implement differing strategies related to the severity of student behavior. 

This study is a meta-analysis of studies using performance feedback to improve treatment integrity.  The overall result was that performance feedback had moderate effects on integrity.

This is a systematic review of the  effects of coaching teachers to implement social behavior interventions.

This meta-analysis examines the impact of team-based learning strategies on achievement and student engagement. The study finds that team-based strategies were found to have a positive impact on grades, test performance, and engagement.

This book target regular and special education teachers who implement PBS in their classrooms. The book also serves as an essential resources for preservice teachers who are developing their classroom management skills. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning. 

Student engagement is critical to academic success. High-Active Student Response (ASR) teaching techniques are an effective way to improve student engagement and are an important component of evidence-based practice. . This report provides techniques and strategies to enhance engagement through ASR. Key terms are appended.

This paper describes the problem of publication bias with reference to its history in a number of fields, with special reference to the area of educational research.

Sixty children with severe reading disabilities were randomly assigned to two instructional
programs that incorporated principles of effective instruction but differed in depth and extent
of instruction in phonemic awareness and phonemic decoding skills

This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design.

A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program. 

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas.

This website contains information regarding the Committee process, including the regulations, laws, policies, and guidelines that govern disclosures and conflict of interest.

This article show different approach that researcher took to answer questions on social gradient in education between the countries. Comparing some of these results highlights weak service delivery in many developing countries. Even where resources may be similar, social gradients are steep in some, indicating much worse educational outcomes for the poor. And public resources are often extremely poorly converted into learning. The differential ability of schools and school systems to convert resources into learning outcomes remains a major impediment to improving educational outcomes, and indeed life chances, for the poor.

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. 

Developed by the Office of Special Education and Rehabilitative Services (OSERS), this report presents current weaknesses in the education of students with learning problems (those having difficulties learning for any of a variety of reasons) and suggested strategies for correcting those weaknesses.

On the one hand, it seems obvious that practice is important. After all, "practice makes perfect." On the other hand, it seems just as obvious that practicing the same material again and again would be boring for students. How much practice is the right amount?

This article describes a systematic process for finding and resolving problems with classroom-based behavioral interventions in schools. 

This study employed a meta-analysis method to combine the results of experimental studies on the effect of teaching learning strategies on students’ academic achievement. This study indicated that the learning strategies had 26.8% positive effect on students’ academic achievement.

This study evaluated the effects of graphed feedback alone compared to the effects of graphed feedback plus verbal feedback.  The combined graphed and verbal resulted in slightly better performance.