Front Matter

Half Title

Series Page

Title Page

Copyright

Dedication

About the Authors

Acknowledgments

Contents

1: Introduction

Overview

What Are Evidence-Based Interventions?

Evidence-Based Interventions and Response to Intervention

Problem Analysis and Response to Intervention

Problem Analysis and Individual Interventions

The Instructional Hierarchy and Response-to-Intervention Decisions

The Book

2: Matching the “Right” Intervention to the Student

Overview

The Instructional Hierarchy as a Problem-Analysis Framework

Student Proficiency Is Linked to Intervention Using the Stages of Learning

Determining the Stage of Learning

Conclusion

3: Selecting Group Interventions--Identifying a Classwide Problem

Overview

Step 1: Select Screening Tasks

Step 2: Ensure Adequacy of Screening Data

Step 3: Evaluate Screening Data to Identify Gradewide and Classwide Learning Problems

Step 4: Identify Patterns in the Data

Step 5: Plan Core Solutions

Step 6: Plan Supplemental Intervention

Conclusion

4: Whole-School Behavioral Interventions

Overview

Specific Issues of Behavioral Intervention at the Whole-School Level

Universal Buy-In

Staff Understanding

Versatility of Rules and Expectations to Maximize Universal Application

Intervention Feasibility

Multiple Levels of Outcome Data (School, Classroom, Child)

Evidence-Based Whole-School Behavioral Intervention Programs

Schoolwide Behavioral Expectations

Teaching, Prompting, and Reinforcing Appropriate Behaviors

Data Collection

Research Regarding Use of Schoolwide Positive Behavior Intervention and Support

Conclusion

5: Small-Group Academic Interventions

Overview

Identifying the Category of the Problem

Tenets of an Effective Small-Group Intervention

Service Delivery

Effectiveness

Cost

Small-Group Academic Intervention Programs

Conclusion

6: Classwide / Small-Group Behavioral Interventions

Overview

Step 1: Select Screening Tasks

Office Discipline Referral

Systematic Direct Observation

Behavior Rating Scales

Direct Behavior Rating

Behavior Screening Tools Overview

Step 2: Ensure Adequacy of Screening Data

Step 3: Evaluate Screening Data to Identify Classwide or Small-Group Social Behavior Problems

Step 4: Identify Patterns in the Data

Step 5: Plan Core Solutions

Step 6: Plan Supplemental Intervention

Conclusion

7: Academic Acquisition Interventions

Specific Issues of Academic Acquisition Interventions at the Indivdidual Level

Task Analysis

Explicit Instruction with Modeling

Immediate Corrective Feedback

Conclusion

8: Behavioral Acquisition Interventions

Overview

Specific Issues of Behvavioral Acquistion Intervention at the Individual Level

Does the Child Know What to Do?

Can the Child Do the Behavior?

Conclusion

9: Academic Fluency-BuildingInterventions

Controlled Practice

Monitoring Progress

Conclusion

10: Behavioral Proficiency-Building Interventions

Overview

Is the Child Ready For Proficiency-Building Interventions?

Behaviors Happen for a Reason

Antecents to Behaviors

Consequences of Behaviors

Positive Reinforcement

Negative Reinforcement

Positive Punishment

Negative Punishment

Common Reasons Why Children Misbehave

Inappropriate Behavior Is Positively Reinforced

Inappropriate Behavior Is Negatively Reinforced

Appropriate Behavior Is Positively Punished

Appropriate Behavior Is Negatively Punished (Resulting in a Loss of Something Desired)

Reinforcement Selection Procedures

Teacher Nomination of Potentially Reinforcing Stimuli

Reinforcer Assessment Survey

Forced-Choice Stimulus Preference Assessment

Assessing Reinforcer Effectiveness

Must a Formal Assessment of Preference Be Done?

Schedules of Reinforcement

Fixed Ratio

Variable Ratio

Fixed Interval

Variable Interval

Noncontingent Reinforcement

Conclusion

11: Maintenance and Generalization of Behavioral Interventions

Overview

Specific Issues When Programming for the Maintenance and Generalization of Behavioral Gains

Generalization: What Is It and Why Does It Matter?

Train and Hope (Stokes & Baer, 1977)

Use What Is Already Working for the Student:Exploit Current Functional Contingencies (Stokes & Osnes, 1989)

Train Diversely (Stokes & Osnes, 1989)

Introduce a New Prompt or Consequence That Will Workin the Natural Environment: Incorporate Functional Mediators(Stokes & Osnes, 1989)

School-Based Behavioral Intervention Application of Programming for Generalization

Train and Hope (Stokes & Baer, 1977)

Exploit Current Functional Contingencies (Stokes & Osnes, 1989)

Train Diversely (Stokes & Osnes, 1989)

Incorporate Functional Mediators (Stokes & Osnes, 1989)

Conclusion

12: Maintenance and Generalization of Academic Interventions

Overview

Maintenance and Generalization as Part of the Learning Process

School-Based Behavioral Intervention Applicaton of Programming for Generalization

Train and Hope (Stokes & Baer, 1977)

Exploit Current Functional Contingencies (Stokes & Osnes, 1989)

Train Diversely (Stokes & Osnes, 1989)

Incorporate Functional Mediators (Stokes & Osnes, 1989)

Conclusion

13: Putting It All Together

Overview

First Things First: Implementation Integrity

Putting All of the Pieces in Place

Classwide Interventions

Small-Group Interventions

Individual Interventions

Back Matter

References

Index