Systems

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. 

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.

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.

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.

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 committee members, who were appointed by the US National Academy of Science for their creative thinking and knowledge of medicine, healthcare, and commerce, provide excellently researched evidence for the failure of the US healthcare system. 

This paper proposes an incentive scheme for educators that links compensation to the ranks of their students within comparison sets. 

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. 

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. 

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.

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 study evaluates an exemplary system of care designed to provide comprehensive mental health services to children and adolescents

This study compared 6-month functional and symptom outcomes of children and adolescents with serious emotional disturbance who received services in an exemplary system of care with outcomes of children who received traditional care. 

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.

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. 

This paper describes the essential features of the personalized system of instruction (PSI). Results from outcome research examining the effectiveness of PSI-based courses relative to traditional methods provide unequivocal support for the superiority of PSI.

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.

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

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.

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 study examines the NCLB accountability systems and the basic AYP rules for 28 states as they operate in practice

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. 

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. 

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. 

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.

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.

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

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.

New breakthrough thinking in organizational learning, leadership, and change. Continuous
improvement, understanding complex systems, and promoting innovation are all part of the
landscape of learning challenges today's companies face. Amy Edmondson shows that
organizations thrive, or fail to thrive, based on how well the small groups within those
organizations work.

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.

James M. Kauffman’s new volume, The Tragicomedy of Public Education, is a thoughtful and highly readable commentary on American schools that digs deeply into the core system of what is wrong and what is right about educational policy and practice in our country.

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. 

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.

Fueled by public incidents and growing evidence of deficiencies in care, concern over the quality and outcomes of care has increased in both the United Kingdom and the United States. Both countries have launched a number of initiatives to deal with these issues. 

Use of early detection and ongoing assessment of response as a basis for more focused intervention is described. Primary and secondary prevention issues also are discussed in relation to this approach.

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.

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.

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. 

School reform embraced the American psyche in the 1980s, and waves of initiatives emerged to revitalize and improve a system perceived as not meeting the country's needs. Today, ideas such as school choice, for-profit
schools, site-based management, participatory decision-making, teacher empowerment, school restructuring, and an array of other reforms fill the educational lexicon as reformers seek alternative means for better educating the nation's youth.

This study examines the effects of organizational characteristics, including organizational climate and interorganizational coordination, on the quality and outcomes of children’s service systems.

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. 

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. 

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. 

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. 

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.

In this chapter, the authors synthesize the results of a series of analyses of empirical data on distributed leadership and school improvement. The studies centered on the impact of new state policies that sought to create broader and deeper leadership capacity in schools as a vehicle for stimulating and sustaining school improvement.

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. 

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 Second Edition of this best-selling text provides a comprehensive and state-of-the-art perspective on human service organizations. 

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.

During the 1980s, our systems experienced team teaching and open classrooms. Educators began to talk about teachers' workplace and its effects on teachers' morale, knowledge and skills, and other characteristics.

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. 

Teacher merit pay has garnered significant attention as a promising reform method for improving teacher performance and, more importantly, student achievement scores. This meta-analysis, which examined findings from 44 studies of teacher merit pay, found that merit pay is associated with a modest, statistically significant, positive effect on student test scores. The research also found that not all merit pay programs are equal. The best results are dependent on constructing efforts that incorporate sound, evidence-based practice elements.

Collectively, IES-funded research should yield outcomes and products that are meaningful, inform stakeholders about the cost and practical benefits and effects of interventions (programs, policies, practices) on relevant outcomes for learners, and contribute to scientific knowledge and theory of teaching, learning, and organizing education systems. NCER expects researchers receiving funding through this program to disseminate evidence in a way that is useful to and accessible by educators, parents, policymakers, researchers, and the public.

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 report analyses whether and how highperforming systems have supported the subject expertise of their elementary school teachers.

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.

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.

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 analysis examines the performance of the U.S. K–12 education system over time, in comparison to other nations, and at different levels of organizational structure: states, school districts, and schools. It also reviews performance in terms of four societal outcomes: effectiveness, equity, efficiency, and participation.

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. 

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.

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. 

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

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

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 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. 

Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to which the core features of SWPBIS are implemented with fidelity.

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.

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 paper will outline a series of three research studies meant to identify factors related to child mental health service usage and barriers to help seeking for urban minority children and their caretakers.

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

The national education goals express a systemic approach to reform which fosters coherence in the disparate elements of the education system. This report highlights the findings of research conducted by the Center for Research on the Context of Secondary School Teaching (CRC) in California and Michigan during the years 1987-1992 and the implications for policy strategies to achieve the national education goals.

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

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 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 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.

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.

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 term “mega system” derives from a field research project at the Laboratory for Student Success at Temple University that studied comprehensive school reform. Comprehensive school reform moves a whole school forward by dramatically changing the way it operates.

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. 

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.

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.

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. 

First published in 1971, the book challenged many major assumptions about institutional change and examined efforts to implement Public Law 94-142 (Education for All Handicapped Children) into public schools. The book argued that federal efforts to restructure education were generally a failure.

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 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. 

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 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. 

Compared two groups of children with anxiety disorders served at a single mental health clinic whose referral source differed: private referrals (i.e., parent/legal guardian initiated) and public referrals (e.g., via state contracts—Departments of Health and Education, juvenile justice system).

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.

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.

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).

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.

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. 

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. 

The purpose of this study was to document system-of-care development following the receipt of federal funds to establish and support a system of care, and to assess the extent to which system-of-care principles were realized

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 report describes the first of a series of researches that will attempt to characterize the performance of New Jersey's public school system.

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. 

The use of educational data to make decisions and foster improvement is increasing dramatically. Federal and state accountability mandates have created a strong market for formal achievement testing, both in terms of state achievement tests and benchmarking assessments that help predict performance on these tests.

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

The authors discuss the growing movement in the United States to develop expanded school mental health programs. These programs represent partnerships between schools and community mental health agencies to expand the range of mental health services provided by schools.

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.

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