Education Drivers
Publications
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SYNOPSIS
CITATION
LINK
The Value of Interrupted Time-Series Experiments for Community Intervention Research
This paper advocates the use of time-series experiments for the development and evaluation of community interventions.
Biglan, A., Ary, D., & Wagenaar, A. C. (2000). The value of interrupted time-series experiments for community intervention research. Prevention Science, 1(1), 31-49.
Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues?
This paper examines school cultural issues in the context of implementation research.
Blasé, K. (2014). Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? Retrieved from ../../uploads/docs/KBlase2014.pdf.
Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process
This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.
Daly, III, E. J., Kupzyk, S., Bossard, M., Street, J., & Dymacel, R. (2008). Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process. Journal of Evidence-Based Practices for Schools, 9(2), 102-127.
Quality Indicators for Group Experimental and Quasi Experimental Research in Special Education
This article presents quality indicators for experimental and quasi-experimental studies for special education.
Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional children, 71(2), 149-164.
Conceptual and empirical issues related to developing a response-to-intervention framework
This paper examines five dimensions when implementing RtI: the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.
Hintze, J. M. (2008). Conceptual and empirical issues related to developing a response-to-intervention framework. Journal of Evidence-Based Practices for Schools. Retrieved from http://scholar.google.com/scholar?cluster=17426155176752854167&hl=en&inst=569367360547434339&oi=scholarr
Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model
This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.
Lewis-Palmer, T., & Barrett, S. (2007). Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model. Journal of Evidence-Based Practices for Schools, 8(1), 45-61.
Culture, Context, and Connections: Behavior Analytic Considerations for Enhancing School Climate"
This paper examines the issue of school culture from the context of helping schools adopt and implement positive behavior interventions.
Sugai, G. (2014). Culture, Context, and Connections: Behavior Analytic Considerations for Enhancing School Climate" Retrieved from ../../uploads/docs/2014WingSummitGS.pdf.
School-wide positive behavior support: Establishing a continuum of evidence based practices
This paper provides an overview of "lessons learned" from efforts to sustain and scale-up a school-wide continuum of evidence-based behavioral practices and systems in schools.
Sugai, G., & Horner, R. H. (2010). School-wide positive behavior support: Establishing a continuum of evidence based practices. Journal of Evidence-Based Practices for Schools, 11(1), 62-83.
Data Mining
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CITATION
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What happens when class size reduction is implemented to scale?
This is an analysis of the implementation and impact of class size reduction in California's The Consortium reduction initiative that began in July 1996.
States, J. (2009). What happens when class size reduction is implemented to scale? Retrieved from what-happens-when-class.
Presentations
TITLE
SYNOPSIS
CITATION
LINK
Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues?
This paper examines school cultural issues in the context of implementation research.
Blasé, K. (2014). Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? [Powerpoint Slides]. Retrieved from ../../uploads/docs/KBlase2014.pdf.
Developing and Implementing a Quality RtI Process
This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.
Daly, E, III. (2007). Developing and Implementing a Quality RtI Process [Powerpoint Slides]. Retrieved from 2007-wing-presentation-john-hintze.
Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring System
This paper examines five dimensions when implementing RtI: the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.
Hintze, J. (2007). Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring System [Powerpoint Slides]. Retrieved from 2007-wing-presentation-john-hintze.
Sustainable Programs: In Search of the Elusive
This paper examines the policy, culture, and system obstacles to progam sustainability, and identifies strategies to overcome these obstacles.
Keyworth, R. (2008). Sustainable Programs: In Search of the Elusive [Powerpoint Slides]. Retrieved from 2008-campbell-presentation-randy-keyworth.
What We Know About Sustaining Programs?
This paper examines the latest research on which practice elements are essential for interventions to survive and thrive over time.
Keyworth, R. (2008). What We Know About Sustaining Programs? [Powerpoint Slides]. Retrieved from 2008-calaba-presentation-randy-keyworth.
You Believe What? The Influence of Macro Contingencies on Individual School Cultures
Many of the contingencies that shape educator cultural values and beliefs occur outside of the school environment. This paper analyzes those contingencies and their influence on school culture change.
Keyworth, R. (2012). You Believe What? The Influence of Macro Contingencies on Individual School Cultures [Powerpoint Slides]. Retrieved from 2012-aba-presentation-randy-keyworth.
Culture Mapping: A Functional Analysis of the Education Culture Landscape
This paper presents a culture map of national cultural values and beliefs that impact critical decisions in our education system, including how decisions are made and how they are implemented.
Keyworth, R. (2014). Culture Mapping: A Functional Analysis of the Education Culture Landscape [Powerpoint Slides]. Retrieved from 2014-calaba-presentation-randy-keyworth.
Supporting and Evaluating Broad Scale Implementation of Positive Behavior Support
This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.
Lewis, T. (2006). Supporting and Evaluating Broad Scale Implementation of Positive Behavior Support [Powerpoint Slides]. Retrieved from 2006-wing-presentation-teri-lewis-palmer.
Why Is The U.S. So Bad At Knowledge Transfer And Implementation Of Evidence-Based Practices And How We Can Do Better
This paper examines why evidence-based practices are passed over for interventions with less than rigorous evidence. A road map for lasting change is presented stressing types of research, knowledge transfer, implementation and monitoring.
States, J. (2014). Why Is The U.S. So Bad At Knowledge Transfer And Implementation Of Evidence-Based Practices And How We Can Do Better [Powerpoint Slides]. Retrieved from 2014-campbell-presentation-jack-states.
Why Science Has Not Had A Greater Impact On Education
This paper examines the impact of science on school reform. Despite 40 years of rigorous research, we find science has failed to make a significant impact. This presentation offers obstacles and solutions to this dilemma.
States, J. (2014). Why Science Has Not Had A Greater Impact On Education [Powerpoint Slides]. Retrieved from 2015-hice-presentation-jack-states.
Sustainability and Scaling and the Failure of the Friday Inservice Day
This paper provides an overview of "lessons learned" from efforts to sustain and scale-up a school-wide continuum of evidence-based behavioral practices and systems in schools.
Sugai, G. (2008). Sustainability and Scaling and the Failure of the Friday Inservice Day [Powerpoint Slides]. Retrieved from 2008-wing-presentation-george-sugai.
Culture, Context, and Connections: Behavior Analytic Considerations for Enhancing School Climate
This paper examines the issue of school culture from the context of helping schools adopt and implement positive behavior interventions.
Sugai, G. (2014). Culture, Context, and Connections: Behavior Analytic Considerations for Enhancing School Climate" [Powerpoint Slides]. Retrieved from 2014-wing-presentation-george-sugai.
Stranger in a Strange Land: Implementation Science for Behavior Analysis
This paper reviews the principles from implementation science and proposes how they can be used to impact the adoption rate of effective, scientifically based instructional practices.
Detrich, R. (2014). Stranger in a Strange Land: Implementation Science for Behavior Analysis [Powerpoint Slides]. Retrieved from 2014-aba-presentation-ronnie-detrich.
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SYNOPSIS
CITATION
LINK
Redefining learning disabilities: Moving beyond aptitude–achievement discrepancies to failure to respond to validated treatment protocols.
explore going beyond defining learning disability as a discrepancy between achievement and ability, to a broader view of learning disability based on dynamic assessment—failure to respond over time to validated intervention protocols—and consideration of multiple developmental domains, not just a single index influencing expected level of achievement
Berninger, V. W., & Abbott, R. D. (1994). Redefining learning disabilities: Moving beyond aptitude–achievement discrepancies to failure to respond to validated treatment protocols.
The Value of Interrupted Time-Series Experiments for Community Intervention Research
This paper advocates the use of time-series experiments for the development and evaluation of community interventions.
Biglan, A., Ary, D., & Wagenaar, A. C. (2000). The value of interrupted time-series experiments for community intervention research. Prevention Science, 1(1), 31-49.
Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process
Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process
Daly, III, E. J., Kupzyk, S., Bossard, M., Street, J., & Dymacel, R. (2008). Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process. Journal of Evidence-Based Practices for Schools, 9(2), 102-127.
Quality Indicators for Group Experimental and Quasi Experimental Research in Special Education
This article presents quality indicators for experimental and quasi-experimental studies for special education.
Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional children, 71(2), 149-164.
Contingencies and Metacontingencies: Toward a Synthesis of Behavior Analysis and Cultural Materialism
A synthesis of cultural materialism and behavior analysis might increase the scientific and technological value of both fields. Conceptual and substantive relations between the two fields show important similarities, particularly with regard to the causal role of the environment in behavioral and cultural evolution.
Glenn, S. S. (1988). Contingencies and metacontingencies: Toward a synthesis of behavior analysis and cultural materialism. The Behavior Analyst, 11(2), 161-179.
Conceptual and empirical issues related to developing a response-to-intervention framework
This paper examines five dimensions when implementing RtI: the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.
Hintze, J. M. (2008). Conceptual and empirical issues related to developing a response-to-intervention framework. Journal of Evidence-Based Practices for Schools. Retrieved from http://scholar.google.com/scholar?cluster=17426155176752854167&hl=en&inst=569367360547434339&oi=scholarr
Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity
This evaluation used Messick's construct validity as a conceptual framework for an empirical study assessing the validity of use, utility, and impact of office discipline referral (ODR) measures for data-based decision making about student behavior in schools.
Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K., & Boland, J. B. (2006). Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8(1), 10-23.
Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model
This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.
Lewis-Palmer, T., & Barrett, S. (2007). Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model. Journal of Evidence-Based Practices for Schools, 8(1), 45-61.
The Hidden Cost Of California's Harsh School Discipline: And The Localized Economic Benefits From Suspending Fewer High School Students.
This study shows that the overuse of suspensions in California schools is harming student achievement and graduation rates, and resulting in billions of dollars in economic damage. The study quantifies the financial consequences of school suspensions down to the district level, reporting both the additional costs borne by taxpayers as a result of suspensions and the economic benefit lost to the state.
Rumberger, R. and Losen, D. (2017). The Hidden Cost Of California's Harsh School Discipline: And The Localized Economic Benefits From Suspending Fewer High School Students. The Center for Civil Rights Remedies at The Civil Rights Project, UCLA and California Dropout Research Project.
Interest as a predictor of academic achievement: A meta-analysis of research.
This paper provides an overview of previous research results pertaining to the relation between interest and academic achievement. focus on the conceptualization and operationalization of interest.
Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research.