Staff

The present article discusses a theory of tolerance and seeks to identify the critical problems associated with the position taken in the NAS report and subsequent reform initiatives. Specifically, it is argued that brute force attempts to absorb, current special education functions into regular classrooms will necessarily fail. 

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:

The United States Supreme Court's recent inaugural decision involving the scope of the Education for All Handicapped Children Act of 1975, 1 Board of Education v. Rowley, 2 wherein the Court ruled that the Westchester County public school district is not required to provide a deaf student with a sign language interpreter in the classroom, represents an extraordinary example of judicial usurpation of the legislative function.

This book brings together 70 top researchers and scholars in the field to address the major foundational, assessment, characteristics, intervention, and methodological issues facing the field of emotional and behavioral disorders (EBD) of children and adolescents

Three formative assessment techniques for the math classroom are discussed: observation and questioning, diagnostic interviews and problem-solving-based investigations.

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

Two retarded boys exhibited abnormally low rates of smiling. In Exp. I, the frequency of a boy's smiling was first increased with candy reinforcement, but the frequency of the response did not decrease when candy reinforcement was terminated.

This study evaluated the impact of monitoring trreatment integrity when implementeing an evidence-based intervention on staff turnover.  There was less staff turnover when integrity was monitored.

The authors estimate the importance of teachers in Chicago public high schools using matched student-teacher administrative data. 

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 case study explored the use of the Bug-in-Ear (BIE) tool for undergraduate student-teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. 

The main objective of the present review was to update the feedback literature review conducted by Balcazar, Hopkins, and Suarez in 1985. The current review identified 68 applications of feedback from 43 studies in applied organizational settings.

This review considers the essential feature of performance feedback.

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. 

Value-Added Models (VAMs) has been embraced by many states and school districts as part of educational accountability systems. Value-Added Assessment (VAA) Models attempt to estimate effects of individual teachers or schools on student achievement while accounting for differences in student background. This paper provides a summary of the American Statistical Associations analysis of the efficacy of value-added modeling in education.

When teachers were given a choice of intervention components they had higher levels of treatment integrity compared to when they had no choice.

This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care. 

Examined the effect of social skills intervention on the frequency of positive peer interaction (PI) in 4 moderately hearing-impaired preschool children (aged 5.5 yrs to 5.10 yrs).

This book was designed as an assessment of standardized testing and its alternatives at the secondary school level.

If effective interventions are not implemented with integrity they like will not have desired effects. This paper examines how much integrity is necessary to obtain benefit from interventions.

This paper describe a comprehensive model for the application of behavior analysis in the school. The model includes descriptive assessment, functional analysis, functional behavioral assessment, schools, in-home, problematic behavior. 

A program of research related to school-based models for urban children's mental health is described, with a particular focus on improving access to services, promoting children's functioning, and providing for program sustainability.

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

The authors describe three forms of functional assessment used in applied behavior analysis and explain three potential reasons why OBM has not yet adopted the use of such techniques.

In 1980, a national conference (Ysseldyke & Weinberg, 1981) acknowledged a growing crisis of morale and mission in the discipline of school psychology. As part of that conference, Baer and Bushell (1981) described the accomplishments of behavior-analytic approaches to public education. 

This book is a practical text that provides the beginning researcher with a clear description of how behavior analysts conduct applied research and submit it for publication. In a sequence of ten logical steps, the text covers the elements of single-case research design and the practices involved in organizing, implementing, and evaluating research studies.

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. 

The paper reviews methods for assessing treatment integrity in publiished research reports.

This study looks at the use of performance feedback and checklists to improve middle-school teams problem solving.

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

This article evaluates a procedure‐based scoring system for a performance assessment (an observed paper towels investigation) and a notebook surrogate completed by fifth‐grade students varying in hands‐on science experience. 

Rewards and praise are often recommended by education consultants.  In this paper the author reviews the sources of resistance to these recommendations and some approaches for overcoming the objections.

This paper describes an effective and efficient fidelity measurement method.

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

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

The purpose of this study was to examine the effects of a sequence of three single-digit (1 digit 3 1 digit) multiplication problems on the latency to initiate multiple-digit (3 digit 3 3 digit) multiplication problems for 2 students in an alternative education school

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

For much of the past decade, states have engaged in the difficult work of establishing a shared vision of educator effectiveness and strengthening the educator workforce. Recently, as part of the 2015 Excellent Educators for All initiative, states developed equity plans to identify gaps in student access to great teachers and detail strategies to address these gaps.

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.

Criticisms leveled at the American education system are examined in this paper, which asserts that misinformation about Japanese education should not be used as a basis for educational reform in the United States.

This paper introduces analysis techniques and results showing how student growth percentiles, a normative growth analysis technique, can be used to examine the illuminate the relationship between standards based accountability systems and the performance standards on which they are based.

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 article traces the development of concepts, procedures, and findings associated with fluency and discusses their implications for instructional design and practice. It invites further controlled research and experimental analyses of phenomena that may be significant in the future evolution of educational technology and in the analysis of complex behavior.

The generality of the mathematical principles of reinforcement (MPR) was tested with humans.

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. 

This article examined the differences in effectiveness of teacher preparation programs that supply teachers to New York City schools.  One of the important findings is that preparation directly linked to practice benefits teachers in their first year.

These five articles begin to build a bridge between literature. specifically, they report on how the use of the indicators derived from value-added models (VAM) actually payout in practice and give carefully consideration to how the design and implementation of teacher evaluation system could be modified to enhance the positive impact of accountability and mitigate the negative consequences,

This report is a lay person’s guide to value added modeling as a means of evaluating teacher performace.

Conducted classroom observations and functional assessments for 3 male elementary school students (aged 6–9 yrs old) referred for disruptive behavior. A descriptive assessment was first conducted to select 1 of 3 hypotheses regarding potential variables maintaining the disruptive behavior: teacher attention, peer attention, or escape from academic tasks. 

Employing a conceptual framework of generalization strategies proposed by Stokes and Osnes (1986), the authors selectively reviewed the research literature concerning interventions to improve young children's social behavior and strategies for promoting generalization and maintenance of young children's social responding. Three basic strategies are discussed. 

School-wide prevention programs are only effectve when implemented with integrity.  This paper reviews the rate of reported treatment integriy in research evaluating school-wide progrms.

The effects of long and short durations of positive practice overcorrection were studied, for the reduction of off-task behavior after an instruction to perform an object-placement task. 

Two issues relevant to competency-based teacher training were investigated--the specification of acceptable implementation levels for validated techniques and the necessity and feasibility of providing training on those techniques

This child-effects concept was explored empirically in a study involving 12 adults who were asked to teach four pairs of children in which one member of the pair exhibited problem behavior and the other typically did not.

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.

This study evaluated the characteristics of effective feedback in early childhood settings.

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.

This review considered the effects of performance feedback on increasing the rates of praise and opportunities to respond by classroom teachers.

This paper describes a set of measures for measuring the fidelity of implementation.

This paper summarizes the results of a retrospective review of generalization in the context of social skills research with preschool children.

This paper examines the issue of efficacy of value-added measures in evaluating teachers. This question is important in understanding whether value-added analysis provides unbiased estimates of teachers’ impact on student achievement and whether these teachers improve long-term student outcomes.

This paper evaluates the long-term impacts of STAR by linking the experimental data to administrative records.

The purpose of this overview is to provide information about the role of formal teacher evaluation, the research that examines the practice, and its impact on student outcomes.

The purpose of this paper on value-added research in education is to define this type of research, provide an overview of how it has been conducted, and discuss its benefits and limitations.

This review assessed the disconnect between what school psychologists say about treatment integrity and what they actually do.

This study assessed school psychologists perspectives about the importance of treatment integrity and what they say they do in practice.

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

There are clear parallels between instructional problems and social problems in both the way the respective behaviors are established and in the design of possible remedies. These parallels are identified and a basic instructional plan is presented for remedying social problems.

This study evaluated the use of observational data as a basis for performance feedback on classroom instructional practices.

This study examines the theoretical and practical implications of ranking teachers with a one-dimensional value-added metric when teacher effectiveness varies across subjects or student types.

One of the more difficult issues involves a debate between observers who are concerned about an overall teacher shortage, and others who see it largely as a distributional problem where some schools have a relative surplus of teachers while other schools struggle with a persistent, unmet demand for qualified teachers. Those in the former camp focus on policies that aim to improve the recruitment and retention in the teaching profession in general, while those in the latter camp focus on policies that target education funding to fill positions for certain hard-to-staff schools and/or subject areas.

This study evaluated the implementation of behavioral interventions in “real world” settings.  Treatment integrity was a mediator of the obtained efffects.

Two studies were conducted with children who displayed behavior problems to evaluate the effects of task preference, task demands, and adult attention on child behavior.

This text was written to help the reader acquire a base of knowledge about classical psychometrics and to integrate new ideas into that framework of knowledge.

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. 

Brief experimental analyses of oral reading fluency were conducted with 4 participants who had been referred by teachers and parents for reading problems. The procedures involved the sequential application of reading interventions to improve students’ oral reading fluency.

Brief experimental analyses of academic performance are emerging as a new tool educators can use to link assessment to intervention. This approach involves testing treatments directly using single-case experimental design elements to select intervention strategies for oral reading fluency problems. The purpose of this investigation was to refine the methods reported in previous studies.

The purpose of this article is to describe a simple conceptual framework for academic intervention that extends functional analysis procedures to basic academic skills.

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. 

Dane and Schneider propose treatment integrity as a multi-dimensional construct and describe five dimensions that constitute the construct.

This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).

Economic and demographic changes in the United States signal a new mission for education. This paper argues that this changed mission requires a new paradigm for school reform policy, one that shifts from designing controls intended to direct the system to developing capacity that enables schools to meet students' needs. 

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.

In the current study, constant time delay (CTD) was embedded in classroom activities and routines to teach counting to young children. In addition, nontarget information (the color of the object) was included in the task direction. A multiple-probe design across numbers replicated across children was used. 

A growing number of researchers are studying whether value-added measures can do a good job of measuring the contribution of teachers to test score growth. Here I summarize a handful of analyses that shed light on two questions.

Tustin (1994) recently observed that an individual’s preference for one of two concurrently available reinforcers under low schedule requirements switched to the other reinforcer when the schedule requirements were high. This paper extended this line of research by examining preference for similar and dissimilar reinforcers. 

The monograph presents 15 papers on the provision of special education services within the regular classroom.

Three concurrent validity studies were conducted on the relationship between performances on formative measures of spelling and performances on standardized spelling achievement measures using learning disabled (LD) and non-LD elementary students.

Three concurrent validity studies were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading.

This paper reviews various models of instructional coaching and their relation to collaborative consultation.

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 paper provides a conceptual framework for maximizing the implementation of evidece-based interventions.

Demonstrates the use of functional assessment procedures to identify the appropriate use of the Picture Exchange Communication system as part of a behavior support plan to resolve serious problems exhibited by a 3 yr old boy with autism and pervasive developmental disorder. 

This article presents the legal requirements of the IDEA amendments regarding ISPs, FBAs, and BIPs for special education students with problem behavior, (b) describe the initial policy letters, and (c) discuss the implications of the law for school psychologists and other members of IEP teams. 

This study evaluated the effect feedback to student peer tutors had on the level of treatment integrity in implementing a peer tutoring program.

This study evaluated the effect feedback to student peer tutors had on the level of treatment integrity in implementing a peer tutoring program.

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.

Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. 

Five different groups of professional involved in the development and implementation of drug abuse prevention programs were interviewed to gain their perspective on treatment integrity.  There were differences across groups in the definition of treatment integrity.

This paper summarizes survey results about the acceptability of different methods for monitoring treatment integrity and performance feedback.

This is a book about single-subject experiments. The goal is to detail the underlying rationale and logic of single-case designs and to present major design options. 

Featuring step-by-step guidance, examples, and forms, this guide to functional assessment procedures provides a first step toward designing positive and educative programs to eliminate serious behavior problems.

Presents 4 case studies demonstrating an innovative approach for studying and promoting treatment integrity in a manner acceptable to consultees and related to treatment success.

Examines the fundamental characteristics of and reviews empirical research on performance assessment of diverse groups of students, including those with mild disabilities. Discussion of the technical qualities of performance assessment and barriers to its advancement leads to the conclusion that performance assessment should play a supplementary role in the evaluation of students with significant learning problems

Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. 

Erchul makes the argument that efforts to increase treatiment integrity should be conceptualized as social influence strategies because the person implementing is different than the person who developed the plan.

This article provides a wide range of information for 100 articles published from January 1980 through July 1999 that describe the functional assessment (FA) of behavior in school settings.

Value-added estimates of teacher or school quality are increasingly used for both high- and low-stakes accountability purposes, making understanding of their limitations critical.

This paper exams teachers' views on unions, tenure, pay-for-performance, alternative certification, and other issues and finds that while most teachers are strong supporters of standards, a sense of vulnerability, along with fears of politics and favoritism, make them loyal to the tenure system, loyal to their unions, and highly skeptical about pay tied to student test scores.

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

The four applied single-subject research designs presented provide an overview of the most common types of single-subject research designs that can be used by a school counselor. 

A peer-monitoring procedure and a self-monitoring procedure were developed to decrease disruption and non participation during the transition activities of a special kindergarten class.

This paper evaluates the reasonableness of assumptions of weighted approaches to account for building level effects when value added modeling is used to evaluate teachers.  In urban schools and ultimately teachers in those schools were negatively impacted by using weighted models to account for building level effects.

This study examined the relationship between perceived teacher attractiveness, expertness, and trustworthiness and student judgment of teacher effectiveness. The results also suggested that it may be useful to conceptualize teaching as a social influence process.

The purpose of this study was to implement and validate a process for readying students to transition successfully from special education resource rooms to regular classrooms for math instruction. 

This assessment of the reliability and validity of skills analysis programs within curriculum-based measurement (CBM), with various groups of handicapped and nonhandicapped youngsters, indicated that the skills analysis programs in spelling and math provided consistent information that related well to the primary graphed CBM scores.

This digest summarizes principles of performance assessment, which connects classroom assessment to learning. Specific ways that assessment can enhance instruction are outlined, as are criteria that assessments should meet in order to inform instructional decisions. Performance assessment is compared to behavioral assessment, mastery learning, and curriculum-based management.

Discusses treatment validity as a unifying concept for reconceptualizing the identification of learning disabilities. The authors present a rationale for this alternative framework, use one well-developed classroom assessment method to illustrate the technical requirements of this alternative eligibility process, and discuss the feasibility issues this approach presents.

The purpose of this article is to describe and critique three classroom-based assessment models for monitoring student progress toward becoming competent readers.

In conjunction with a curriculum-based measurement (CBM) computer program, software was designed to identify 27 phonetic patterns within correctly spelled words and 27 spelling error types within misspelled words. Two applications of this software were examined. 

The effects of aggregation on the reliability of curriculum-based measuresof academic performance were explored in two studies. 

This study examined the educational effects of repeated curriculumbased measurement and evaluation. Thirty-nine special educators, each having three to four pupils in the study, were assigned randomly to a repeated curriculum-based measurement/evaluation (experimental) treatment or a conventional special education evaluation (contrast) treatment

A study was conducted to explore the reliability and validity of three prominent procedures used in informal reading inventories (IRIs)

This study assessed the effects of alternative goal structures within curriculum-based measurement (CBM) in the area of math. 

This study investigated the importance of instrumental use of curriculum-based measurement (CBM) to planning effective reading programs.

The purpose of this study was to compare two types of teacher feedback, using an ongoing measurement system that involved students’ performance on a reading recall task.

This article describes a research program conducted over the past 8 years to address how technology can be used to surmount these implementation difficulties. The research program focused on one variety of objective, ongoing assessments known as curriculum-based measurement, in the areas of reading, spelling, and math.

This article reviews an inductive assessment model for building instructional programs that satisfy the requirement that satisfy the requirement that special education be planned to address an individual student's need. 

30 special education teachers were assigned randomly to 3 groups: curriculum-based measurement (CBM) with expert system advice (CBM-ES), CBM with no expert system advice (CBM-NES), and control (i.e., no CBM). 

This study assessed the effects of expert system instructional consultation within curriculum-based measurement (CBM). 

The purpose of this study was to examine the effects of using computer software to store, graph, and analyze student performance data on teacher efficiency and satisfaction with curriculum-based progress-monitoring procedures.

Examined the role of skills analysis (SA) in curriculum-based measurement (CBM) for the purpose of developing more effective instructional (mathematics) programs. 30 special education teachers implemented 1 of 3 treatments for 15 wks with a total of 91 mildly and moderately handicapped pupils. 

This study examined the effectiveness of innovative curriculum-based measurement (CBM) classwide decision-making structures within general education mathematics instruction, with and without recommendations for how to incorporate CBM feedback into instructional planning.

The purpose of this classroom-based experiment was to explore methods for helping students generate conceptual mathematical explanations during peer-mediated learning activities. 

The purpose of this study was to investigate technical features of a curriculum-based measurement (CBM) system that addresses a concepts and applications mathematics curriculum (i.e., number concepts, counting, applied computation, geometry, measurement, charts, graphs, money, and problem solving).

The purpose of this study was to examine students' weekly rates of academic growth, or slopes of achievement, when Curriculum-Based Measurement (CBM) is conducted repeatedly over 1 year.

The purpose of this study was to examine effects of classroom-basedperformance-assessment (PA)-driven instruction.

The purposes of this study were to examine how well 3 measures, representing 3 points on a traditional-alternative mathematics assessment continuum, interrelated and discriminated students achieving above, at, and below grade level and to explore effects of cooperative testing for the most innovative measure (performance assessment).

The purpose of this study was to examine the effects of workgroup size and structure during collaborative work on complex tasks. 

This study assessed the efficiency of and teacher satisfaction with curriculum-based measurement (CBM) when student performance data are collected by teachers or by computers. 

The purpose of this study was to assess the effects of (a) ongoing, systematic assessment of student growth (i.e., curriculum-based measurement) and (b) expert system instructional consultation on teacher planning and student achievement in the area of mathematics operations.

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

A model of special education is presented in this article based on the use of a direct and repeated measurement and evaluation system for developing effective educational programs. 

This paper discusses how coaching can narrow the research to practice gap in education.

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 report is to introduce new data through tables containing descriptive information, such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. While only a small amount of the data included in the spring 2017 collection are displayed in this

This paper report on work estimating the stability of value-added estimates of teacher effects, an important area of investigation given that new workforce policies implicitly assume that effectiveness is a stable attribute within teachers. 

There is mounting evidence of substantial “teacher quality gaps” (TQGs) between advantaged and disadvantaged students but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states—North Carolina and Washington—to provide a descriptive history of the evolution of TQGs in these states.

Interview and survey data from six school districts that have recently implemented new evaluation systems with classroom observations provide evidence that principals tend to rely less on test scores in their human capital decisions. 

Examined the forecasting accuracy of 2 slope estimation procedures (ordinary-least-squares regression and split-middle trend lines) for reading curriculum-based measurement (CBM), a behavioral approach to the assessment of academic skills that emphasizes the direct measurement of academic behaviors.

The purpose of this study was to investigate the impact that a self-contained Least Restrictive Environment (LRE) with a reduced adult to student ratio would have on the frequency of SED students’ on-task behavior and overall lesson engagement throughout the school day. 

This article examines the current "third wave" school restructuring movement and its attempt to reform U.S. schools based on the perceived needs of the information age. 

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.

This argument makes the case that policies that require states’ student test scores to account for 40-50% of the overall score of teacher performance in value added modeling may produce a significant number of teachers to be falsly identified as ineffective.  Using such value added models may leave school districts legally vulnerable to law suits.

Examines evidence supporting performance-based instructional models. Performance-based instructional models posit change in students' classroom behavior and academic achievement to be a function of changes in instruction. 

The impact of evidence-based interventions is a function of how well those interventions are implemented.  As interventions are taken to scale the challenge of maintaining high levels of intergrity are increased.

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. 

This paper discusses the current understanding of the construct treatment integrity.

This study reviewed the reporting rates of treatment integrity for school based interventions.

Three group-oriented contingency systems (interdependent, dependent, and independent) were compared in a modified reversal design to evaluate each system's effectiveness in controlling the disruptive behavior of a self-contained classroom of educable mentally retarded children.

This article maintains that intelligence tests contribute little if any information useful for the planning, implementation, and evaluation of instructional interventions for children. This argument is supported by the virtual absence of empirical evidence supporting the existence of aptitude × treatment interactions. 

This study reported the effects of different levels of treatment integrity on the behavior of children with autism.  There was a correlation between the level of treatment integrity and the levelo of appropriate behavior by children with autism.

This study evaluated the impact of less than perfect implementation of a prompting procedure.  Lower treatment integrity resulted in slower acquistion of new skills.

Individualized assessments of the effects of three doses of methylphenidate (MPH) were conducted for 2 students with attention deficit hyperactivity disorder within each child’s classroom using behavioral, academic, and social measures.

In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD.

A research synthesis confirms the difficulty of translating professional development into student achievement gains despite the intuitive and logical connection. Those responsible for planning and implementing professional development must learn how to critically assess and evaluate the effectiveness of what they do.

This study evaluated the differences in estimates of treatment integrity be measuring different dimensions of it.

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.

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.

Reviews the implications of the U. S. Department of Education’s policy, The Principal of Effectiveness that encourages schools to adopt research based practices.  A survey of 104 schools suggest that only 19% are impementing intervenitons with adequate fidelity.

This paper examined the extent to which alternative stimuli that have been identified through a choice assessment would substitute for attention (the functional analysis–based reinforcer) in a noncontingent reinforcement procedure. 

The precise method of attributing differences in classroom achievement to teachers is the
subject of considerable discussion and analysis.

This paper reviews the role of cognitive skills in promoting economic well-being, with a particular focus on the role of school quality and quantity.

Seven parents conducted assessments in an outpatient clinic using a prescribed hierarchy of antecedent and consequence treatment components for their children's problem behavior. Brief assessment of potential treatment components was conducted to identify variables that controlled the children's appropriate behavior.

This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA

The authors examine the relationships between observational ratings of teacher performance, principals’ evaluations of teachers’ cognitive and non-cognitive skills and test-score based measures of teachers’ productivity. 

This paper provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement.

This article links treatment integrity to problem-solving teams decision making.  Strategies for increasing treatment integrity are suggested.

This report presents national data on teachers and teaching from the Schools and Staffing
Survey (SASS) and other sources. Where data permit, the report compares findings from the
early to mid-1990s with findings from the 1980s.

In this issue of JPBI, the forum is dedicated to comments from administrators, teachers, parents, students, and specialists who are participating in efforts to establish school-wide behavior support. 

Competition for teachers is fierce and expensive. In fact, many schools and organizations pay thousands of dollars each year to third party talent sourcing sites such as Linkedin, Indeed, and Glassdoor to help them find quality candidates. And sometimes this search can feel more ‘luck of the draw’ than strategic.

In this chapter, we will review several treatment models and their limitations, which are best understood following a brief discussion of the learned (functional) characteristics of behavior disorders.

This paper examines how well principals can distinguish between more and less effective teachers. To put principal evaluations in context, we compare them with the traditional determinants of teacher compensation-education and experience-as well as value-added measures of teacher effectiveness.

This study draws on 32 interviews from a random sample of teachers and 2 years of survey data from more than 12,000 teachers per year to measure their perceptions of the clarity, practicality, and cost of the new system.

This study represents an effort to measure coach teacher alliance as a predictor of teacher and student outcomes.

This study sought to determine whether or not student teachers who were trained and required to use a data-based problem-solving approach in their practicum classrooms would obtain higher levels of pupil achievement in reading and mathematics than student teachers who did not receive the training.

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

This study identified factors that contributed to the effective scaling up of prevention programs.  Two factors contributed to positive outcomes: principal support for the initiative and high treatment integrity in the classroom.

The Kansas State Board of Education's Quality Performance Accreditation system is described. Unlike past accreditation methods, which focused on the facilities or institutional characteristics, Quality Performance Accreditation accredits schools based on student performance. 

Now thoroughly updated in its second edition, acclaimed author Alan Kazdin's Single-Case Research Designs provides a notable contrast to the quantitative methodology approach that pervades the biological and social sciences.

This study evaluted the relative effectveness of expert driven consultation and collaborative consultation on level of treatment integrity.

The present study examined the effectiveness of two different school-home notes for increasing academic productivity and appropriate classroom behavior in five inattentive children.

The current paper reviews empirical research describing assessment-based antecedent interventions implemented in natural settings. Descriptive information is provided along a number  of dimensions pertaining to participant characteristics, assessment utilized, and intervention attributes

In this article, we describe analyses of assessment-based curricular modifications designed to improve the classroom behavior of elementary school students with emotional and behavioral disorders.

this study presents and apply a framework for measuring the cost of coaching programs to 3 schools. Then the study discusses strategies for reducing the average cost of instructional coaching. 

This article provides a review of areas of agreement and disagreement of vaious aspects of value added modeling.

The education policy community is abuzz with interest in value-added modeling as a way to estimate the effectiveness of schools and especially teachers. Value-added models provide useful information, but that information is error-prone and has a number of other important limitations.

This study evaluated the extent to which the large performance gains shown on KIRIS represented real improvements in student learning rather than inflation of scores. 

The research reported here investigated the effects of Maryland School Performance Assessment Program (MSPAP) by surveying teachers and principals in two of the three grades in which MSPAP is administered. 

This study review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement.

Examined the effects of training in behavioral consultation (BEC) on school psychology graduate students and on client outcomes. 169 children (aged 3–11 yrs), 29 teachers/consultees, and 26 consultants participated.

This study examined the effects of in-service plus follow-up coaching on first grade teachers’ accurate delivery of three research-based strategies during math instruction.

This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.

The seven guiding principles in this manuscript offer research-based directions for literacy coaching.

This paper reviews the importance of treatment integrity, how to measure it, and factors that affect it.

Three questions are addressed. First, what are the principles behind creating optimal teacher incentives, and how close do the actual structures in Sweden and the US conform to the ideal ones? Second, how much is performance affected by creating incentives for current teachers, and how much by changing the pool of teacher applicants? Third, do teacher preferences align with those of their students and of society in general, and if not, why not? Associated with each of these questions are policy implications that may remedy existing distortions.

This study evaluated three different types of feedback to determine the effects on teaching practices.

This is a review of treatment integrity reporting practices across journals.

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.

This chapter will review the issues and effects of externally managed behavioral procedures applied to the reduction of undesirable behavior of regular or mildly handicapped children in school settings. 

This study evaluated effects on behavior when levels of treatment intergrity were varied.  Both errors of omission and commission were evaluated.

The authors attempted to determine the prevalence of the extinction burst in applied research and its possible attenuation with other operant procedures. 

This paper reviews the evaluation of a value added model for evaluating teacher preparation programs in Texas.  The model produced statistically meaningful data but the results were sensitive to decisions about accountability critieria, the selection of teachers, and the selection of control variables.  Different decisions across each of these variables would impact the results of the value added modeling.

It is argued that there is a need to rethink the criteria by which the quality of educational assessments are judged and a set of criteria that are sensitive to some of the expectations for performancebased assessments are proposed

Using longitudinal data from a cohort of middle school students from a large school district,
we estimate separate “value‐added” teacher effects for two subscales of a mathematics
assessment under a variety of statistical models varying in form and degree of control for
student background characteristics.

This book provides effective techniques for pinpointing the causes of challenging behaviors, identifying alternate approached, and adapting instructional routines. 

This paper reviews important factors to consider when designing behavioral interventions based on the operant function of the behavior disorder. Considerations for intervention selection for the four major operant functions of behavior disorders (attention, tangibles, escape, and automatic reinforcement) are presented in the context of matching theory. 

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 programed text includes a self-test of its contents and demonstrates hoe to specify instructional objectives by behavior observable in a leraner, and how to write objectives, define desired terminal behavior, and state criteria of successful learning. 

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

This study presents such an approach where the impact of regular and special education on 11 mildly handicapped children is studied by analyzing their slope of improvement on weekly curriculum-based measures (CBM) reading scores.

there exists a serious need to examine alternative testing models for making educational decisions. in this chapter, this need is documented from the perspective that the traditional model has failed education in two major ways, from the technical level and from a social policy level. curriculum-based measurement procedures are proposed to redress some of the issues in these domains

In a series of two studies, the relative sensitivity of traditional standardized achievement tests and alternative curriculum-based measures was assessed. 

Characterizes classroom instruction (CRI) from a behavior analytic perspective. It is argued that effective teaching strategies also serve managerial functions through the development of stimulus control and the management of behavioral choice. 

This paper discusses the benefits of using brief experimental analyses to aid in treatment selection, identifies the forms of treatment that are most appropriate for this type of analysis, and describes key design elements for comparing 2 or more treatments efficiently. 

The authors examined the effects of goal setting and feedback applied to teacher behavior as a means of producing desired changes in students' behavior during consultation. 

This study demonstrates mathematically that the use of such “construct-shifting” vertical scales in longitudinal, value-added models introduces remarkable distortions in the value-added estimates of the majority of educators

This study evaluated the relationship between treatment integrity and acceptability for reading intervenitons across two consultation models.

In this study, we conducted an analysis of the reinforcement and extinction components of DRO while treating the self-injury of 3 women with developmental disabilities.

In this brief, we discuss what is and is not known about how well value‐added measures level the playing field for teachers by controlling for student characteristics. 

In this brief, we discuss the challenges of using value-added to evaluate teachers of students with disabilities.

The current study extends recent value-added modeling approaches for longitudinal student achievement data Lockwood et al. [J. Educ. Behav. Statist. 32 (2007) 125–150] to allow data to be missing not at random via random effects selection and pattern mixture models, and applies those methods to data from a large urban school district to estimate effects of elementary school mathematics teachers. 

This article addresses the potential sources of bias that can be introduced into value added modeling by the decisions that are made about the  details of the model.  There is a call for a refinement of procedures used when applying value added modeling.

Value added modeling has become of interest to policymakers interested in evaluating teacher performance.  The authors argue that the models work well when the schools in the sample are homogenous but as heterogeneity of the student population  increases estimates of teacher effects are likely to confounded.

Value added modeling has become of interest to policymakers interested in evaluating teacher performance.  The authors argue that the models work well when the schools in the sample are homogenous but as heterogeneity of the student population  increases estimates of teacher effects are likely to confounded.

This study evaluated the effects of child behavior problems on the maintenance of treatment integrity.

This paper presents two studies of factors affecting developmental outcomes of young children exposed prenatally to drugs and alcohol.

We examined the effect of a teaching method on skill fluency and on-task endurance of a 9-year-old boy who had been diagnosed with attention deficit hyperactivity disorder.

Suggests that R. Herrnstein's (1970) mathematical statement of the law of effect improves on Skinner's view of reinforcement by asserting (a) that response rate varies hyperbolically with reinforcement rate and (b) that responding is governed not only by reinforcement obtained for responding but also by reinforcement obtained from all other concurrent sources. 

This study examined the extent to which competence in applying behavioral procedures (timeout from positive reinforcement) was sufficient to establish competence in teaching others to apply the same procedures.

This study examined distinct patterns of fidelity of implementation of school-wide positive behavior interventions and supports across 5331 schools over a 5 year period.

This study review the reporting rate of treatment integrity studies of school-based interventions with children in the Journal of Applied Behavior Analysis.

this chapter is based on the following premise: that variables operative in the classroom environment, such as the specific behaviors of the teacher and the manner in which the classroom is arranged (e.g., seating arrangement, noise level), influence student behavior and student learning

This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented. 

This paper reports on the results of the analysis of an additional year of evaluation and student achievement data at some research.

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

The article discusses the steps in the development, measurement, and validation of fidelity criteria.

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

How important are teenagers' cognitive skills in predicting subsequent labor market success? Do cognitive skills pay off in the labor market only for students who go to college? Does college benefit only students who enter with strong basic skills? These questions are often part of current policy debates about how to improve the earnings prospects for young Americans. 

This paper reviews the various issues and challenges associated with value added modeling.  It concludes with a discussion of how value added modeling  can be used in conjuction with other measures to identify teacher strengths and weaknesses.

This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility.

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.

This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. 

No Child Left Behind Act of 2001 ESEA Reauthorization

This article reviews what is known about treatment integrity and what questons remain unanswered.

This paper describes one effort to use value added modeling to evaluate teacher preparation program in one state.

This paper makes the argument that for RtI to be a successful framework for improving student performance it is necessary to make sure that the interventions selected for students are implemented with sufficient integrity to insure benefit.

This paper addesses the challenges of system reform in education.  The author makes the case that the pragmatic challenge of insuring that changes are implemented with intergriy are a fundamental consideration in any effort to bring about change.

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 paper makes the case that for consultation to be effective it must lead to intervention.  If the intervention is to be effective it must be implemented with integrity.

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

This study examined three strategies for assessing compliance in students (aged 5 yrs) whose speech and language development were delayed.

This study compared two strategies for increasing accurate responding on a low-preference academic task by interspersing presentations of a preferred academic task.

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.

The usefulness of functional analysis procedures for the assessment and treatment of behaviors associated with Attention Deficit Hyperactivity Disorder has been the subject of a number of recent investigations. This article provides a selected review of recent studies and examines potential implications for practice.

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.

This is our most widely adopted classroom management book. It provides an overview of what teaching is all about—focusing on the important management skills every teacher needs. The authors stress that these procedures will help prevent problem behaviors, keep students on task, and make the best use of everyone's time and energy.

This paper reviews the results of a survey of 544 schools on matters related to implementation to identify factors that contributed to successful implementation with integrity.

In 1986, the senior author called attention to the possibility of transferring behavioral technologies to the larger culture for the benefit of that culture. The present paper is an attempt to supplement that presentation with a set of proposals that were at best implicit and were perhaps missing entirely from the earlier effort.

The authors reviewed all of the intervention studies published in the Journal of Applied Behavior Analysis between 1968-1980 to determine the percent of studies that reported measures of treatment integrity. The overall average across those years was 16%.

Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. 

This paper describes a partnership model for improving treatment integrity in school settings.

This study evaluated how teacher burnout, perceptions of efficacy, and perceptions of curriculum supports impacted treatment integrity.

Presents a summary of the research that resulted in the development of organizational behavior management (OBM) as a specialty area as well as its procedural technology. The relationship of OBM to other supervisory and management approaches that are common in the human services is described. 

This article focuses on an overlooked factor in the unequal sorting of teachers across schools: the geographic preferences of teachers. Using data from the National Education Longitudinal Study, the author examines the patterns of geographic mobility of new teachers and compares them to the patterns of other college graduates.

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 paper examines the coaching model imbedded in the Incredible Years Curriculum in terms of effectiveness in promoting generalization to classroom settings.

An alternating treatments design was used to evaluate the effectiveness of an educational program that combined timings (via chess clocks), peer tutoring (i.e., peer-delivered immediate feedback), positive-practice overcorrection, and performance feedback on mathematics fluency (i.e., speed of accurate responding) in four elementary students with mathematics skills deficits.

This study evaluated the impact of three different levels of treatment integrity on the effects of a time-out intervention.

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

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. 

This study evaluated the differences between how well teachers reported they implemented an intervention and what observational data suggest.  In general teachers overestimated the quality of implementation.

First Step to Success is an empirically supported intervention for young elementary school students that can be implemented by public school teachers with training. This study evaluated the effects of coaching feedback on teachers who not effectively implemented First Step following training.

This study evaluated predictors for high quality school based intervention of a drug abuse prevention program.

This study used a version of value added modeling to evaluate the impact of teacher turnover has on student achievement.

Teams and other collaborative structures have become commonplace in American schools, although historically school staff members functioned more independently from one another. In this article, we describe the growing influence of collaboration and teaming in a variety of school contexts, but focus on the empirical literature on problem-solving teams as reflecting the state of research and practice in the schools.

The author develop falsification tests for three widely used VAM specifications, based on the idea that future teachers cannot influence students' past achievement. 

Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. 

The present paper discusses three design options potentially useful for the investigation of response maintenance. These include: (a) the sequential-withdrawal, (b) the partial-withdrawal, and (c) the partial-sequential withdrawal designs. Each design is illustrated and potential limitations are discussed.

The purpose of this investigation was to evaluate a series of program variables used to modify the time a subject spent attending in an experimental restaurant setting.

Using data from 35 seventh-grade teachers and 2,026 students across seven schools, we employ VA methods to measure teacher contributions to students’ motivational orientations (mastery and performance achievement goals) and their mathematics performance. 

This study evaluated the correlation between the compatibility of an intervention with a therapist’s presuppositions about effective treatment and treatment integrity.  The data suggest that the more compatible an intervention is with a therapist’s beliefs the more likely they were to implement with integrity.

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. 

In an experimental assessment of a choral responding procedure for increasing children's response to teacher commands, decreased levels of off-task behavior, as well as increased levels of correct responding, resulted from the procedures for three handicapped preschool children during large group instruction.

This study examined the effects of a self-evaluation treatment package on the independent work skills of preschool children with disabilities. 

We highlight some of the key discoveries and developments in the area of team performance over the past 50 years, especially as reflected in the pages of Human Factors. Teams increasingly have become a way of life in many organizations, and research has kept up with the pace.

This paper describes the mixed method model Tennessee developed to evaluate teacher contributions to student achievement.  It desribes how they resolved some of the challenges to using value added modeling.

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time.

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

This paper reviews a survey of researchers about the barriers to implementing treatment integrity procedures in research.

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

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 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.

This paper proposes considering treatment integrity as adult behavior change and methods for improving treatment integrity may  be enhanced by drawing from the literature on adult behavior change.

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 paper reviews methods for assessing treatment integrity.

The authors conducted descriptive and experimental analyses of aberrant behavior in school settings with 2 children with autism, using teachers as assessors. Experimental functional analyses carried out by the investigators were followed by training teachers to conduct a descriptive analysis and a classroom experimental analysis. 

This paper attempts to untangle some of the competing claims about the value of value added modeling.  It concludes that it should not be used as the sole measure of teacher performance but should be part of a larger accountability system.

The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. 

This article describes an innovative teaching model designed to impact students at risk with the cooperative efforts of regular and special education in Grades K-3. 

This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. The author provides practical strategies for working with students across all grade levels (K–12) who are struggling with reading, spelling, written language, or math. 

The assessment of children and adolescents from a behavioral perspective has evolved into a state-of-the-art practice among school professionals.  this landmark text was the first to address systematically the issues involved in developing behavioral assessment strategies for educational-rather than clinical-settings.

Part of the president Bush strategy for the transformation of "American Schools" lies in an accountability system that would track progress toward the nation's education goals as well as provide the impetus for reform. Here we focus primarily on issues of accountability and student achievement. 

In today's political climate, standardized tests are inadequate and misleading as achievement measures. Educators should employ a variety of measures, improve standardized test content and format, and remove incentives for teaching to the test. Focusing on raising test scores distorts instruction and renders scores less credible. Includes 13 references.

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 study evaluated the relationship between the time coaches spent in a classroom and student outcomes.

The purpose of this chapter is to understand the reasons why categorical assessment and identification for students with severe achievement needs is indefensible. Then, to provide a viable alternative to expedite the assessment and decisionmaking process of educators when they are confronted with students with severe achievement needs

The authors examined the effectiveness of functional communication training (FCT) in reducing self-injurious behavior (SIB) and in shaping an alternative (communicative) response while SIB continued to be reinforced. 

The concept of reinforcer substitutability proposes a continuum of interactions among reinforcers in a given situation. At one end of this continuum, reinforcers are substitutable, with one reinforcer being readily traded for another. The authors conducted an analysis of reinforcers that were substitutable with those produced by self-injurious behavior (SIB).

Discussing the major themes of replication, variability, and experimental design, Sidman describes the step-by-step planning of experiments, the need for constant attention to trends of incoming data, and the alteration of plan, method, or design that those trends sometimes make necessary

The authors evaluated an intervention package for increasing requesting opportunities in special education classrooms. This study demonstrated an effective strategy for helping teachers incorporate opportunities for functional communication into the natural environment.

This paper discusses the nature of the crises in the college classroom. An identity crisis affects virtually all Americans in one way or another, but especially college student.

The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish.

The case history in scientific method cited is autobiographical; Skinner relates certain relevant experiences in the development of some of his scientific contributions.

This paper describes several procedures that have been shown to improve learning rates without increasing time allocated for instruction during both teacher-led instruction and independent seat-work. In the description of interventions, they emphasize the learning mechanisms that may be operating to improve student achievement.

Alternating treatments designs were used to compare on-task levels in 4 students diagnosed as emotionally disturbed while working on control and experimental independent seat-work mathematics assignments. Control and experimental assignments were similar except experimental assignments contained additional briefer mathematics problems interspersed following every third problem. 

This study evaluated an alternative method of identifying early reading difficulty. L. S. Fuchs and D. Fuchs (1998) proposed that academic problems could be indexed by a dual discrepancy on level and slope of performance, relative to classmates, on curriculum-based measurement tasks. 

The title of the address is " Ensuring Teaching and Learning in the 21st Century: What We Know and What We Need to Know From Research." The focus is on the plight of children. The author believes a partial solution is integrated comprehensive school-linked services. 

This investigation contributed to previous research by separating the effects of simply making instructional changes, not based on student performance data, from the effects of making instructional changes in accordance with CBM data.

the authors examine how the five profiled systems are addressing assessment quality, evaluating teachers in nontested subjects and grades, and assigning teachers responsibility for particular students. The authors also examine what is and is not known about the quality of various student performance measures used by school systems.

This paper addresses the unique challenges posed by special education when using value added modeling to evaluate teacher effectiveness.

This study compared indirect training and direct training methods as a means of impacting levels of treatment integrity.  Direct training methods produced better outcomes.

The classroom assessment procedures o f 36 teachers in grades 2 to 12 were studied in depth to determine the extent to which they measure students” higher order thinking skills in mathematics, science, social studies, and language arts. 

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. 

Four normal and four deviant children aged four-to-six years were taught to judge the quality of their academic work in a preschool classroom, and to prompt or cue their teachers to comment about the quality of that work.

This paper reviewed the use of coaching to increase the classroom level adoption of interventions within Positive Behavior Interventions and Support.

In this article, the authors describe key features of the multi-tiered support (MTS) continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.

The EBS Survey is used by school staff for initial and annual assessment of effective behavior support systems in their school. The survey summary is used to develop an action plan for implementing and sustaining effective behavioral support systems throughout the school.

The purpose of this article is to review the literature and examine the effect of increased opportunities to respond to academic requests (OTR) on academic and behavioral outcomes of students with emotional and behavioral disorders (EBD).

This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions.  

We examined whether, as predicted by research on child effects, we could generate hypotheses about the function of student problem behavior by observing the amount of attention teachers provided to students.

This chapter presents four sets of interrelated discussions. The rationale for and critical components underlying a problem-solving system; The concept of educational disability is clarified; Current and potential alternate processes of conferring educational disability status are considered; The implications of implementing a functional and noncategorical system are examined in relation to federal legal requirements.

"The Mirage" describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely.

The authors examine the causes and consequences of the status of teacher evaluation and its implications for the current national debate about performance pay for teachers. The report also examines a number of national, state, and local evaluation systems that offer potential alternatives to current practice.

practitioners of behavior management & students who are just learning the basics of applied behavior analysis will find this new edition packed with useful information from the original version

The goal of this study was to develop a brief assessment that could be conducted in the natural setting to identify naturally occurring, high-frequency subsequent events that may serve as maintaining consequences for disruptive behavior using the entire class as the unit of analysis. Procedures were conducted in two early childhood classrooms during regularly scheduled classroom activities.

This article describes efforts to examine the validity of a screening process that provides objective data for multidisciplinary team meetings where consideration is being given to teacher referral of a student for assessment and possible placement in special education. 

In this study, the results of five training studies evaluating the effects of a coaching program for use in Dutch primary and secondary schools are described.

Reading impaired first graders were given daily tutoring as a "first cut" diagnostic to aid in distinguishing between reading difficulties caused by basic cognitive deficits and those caused by experiential deficits. Reading achievement in most of these children was found to be within or above the average range after one semester of remediation. 

Provides 2 hypothetical case examples that illustrate how single-case designs (alternating treatments, multiple baseline, and reversal) can be used to evaluate manipulable influences on school performance. In each case, an intervention plan is proposed for a student, and the success of the intervention is evaluated within a single-case design.

This article provides a description of the First Step to Success early intervention program for preventing development of antisocial behavior patterns among young, at-risk children. 

This kit presents the Systematic Screening for Behavior Disorders (SSBD) as a tool to identify behavior disorders in elementary-aged students. The kit contains a user's guide and administration manual, a technical manual reporting psychometric properties of the SSBD, an observer training manual, and multiple copies of the screening instruments.

This article overview the conceptual foundations and underlying principles of FBA and the methods and procedures associated with conducting FBAs in school settings. 

This article presents some recommendations for employment and career-building by addressing two major vital to transition: competitive employment outcomes and post­secondary education. 

This report examines the pervasive and longstanding failure to recognize and respond to variations in the effectiveness of teachers. 

U.S. public policy has increasingly been conceived, debated, and evaluated through the lenses of politics and ideology. The fundamental question -- Will the policy work? -- too often gets short shrift or even ignored. A remedy is an evidence-based policy--a rigorous approach that draws on careful data collection, experimentation, and both quantitative and qualitative analysis to determine what the problem is, which ways it can be addressed, and the probable impacts of each of these ways. 

This investigation focused on the effects of two independent variables; (a) teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) goal and monitoring system; and (b) individual expert versus group follow-up consultation. 

This article will describe a CBM which is very efficient and provides the teacher with adequate information for grouping and monitoring progress throughout the school year. 

This paper presents four studies that examine the time required to implement direct and frequent curriculum-based measurement (CBM) as well as strategies to improve the efficiency of CBM. Ten rural special education resource teachers were the subjects.

The purpose of this study was to ascertain the effects of manipulating the data base used for instructional decision making on student achievement.

The relationships among independent variables and three measures of treatment integrity were evaluated.

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 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.

This research monograph offers early childhood educators a foundational resource of information needed to develop inclusion practices.

 Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching and provides implications for practice and research.

The authors examine the effectiveness of replacing low performing teachers relative to using formative assessment as a means of increasing student outcomes.

The purpose of this study is to examine research to answer the question, What is the impact of teacher professional development on student achievement.

In this study, the reliability of the MAS was reexamined with two independent groups of developmentally disabled individuals who exhibited SIB (N = 55).

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.