Values

All Wing Resources

Publications

TITLE
SYNOPSIS
CITATION
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.

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

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.

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.

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 children71(2), 149-164.

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.

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.

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 Science1(1), 31-49.

 

Data Mining

TITLE
SYNOPSIS
CITATION
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
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.

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.

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.

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.

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.
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.

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.

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.

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.

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.

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