Publications
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.
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
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.
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.
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.
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.
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.
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.
Data Mining
Presentations
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.