Implementing Behavior Intervention Plans in Schools: A Pilot Study of the Complex Relationship Between Technical Adequacy, Treatment Integrity, and Student Outcomes

2021 ◽  
Author(s):  
Cade T. Charlton ◽  
Danielle Marie Green Rigby ◽  
Sara E. Moulton ◽  
Christian V. Sabey ◽  
Michael J. Richardson
Keyword(s):  
Pilot Study ◽  
Student Outcomes ◽  
Treatment Integrity ◽  
Behavior Intervention ◽  
Complex Relationship ◽  
Technical Adequacy ◽  
Behavior Intervention Plans

Exploring the Link Among Behavior Intervention Plans, Treatment Integrity, and Student Outcomes Under Natural Educational Conditions

2010 ◽  
Vol 46 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Clayton R. Cook ◽  
G. Roy Mayer ◽  
Diana Browning Wright ◽  
Bonnie Kraemer ◽  
Michele D. Wallace ◽  
...  
Keyword(s):  
Student Outcomes ◽  
Treatment Integrity ◽  
Behavior Intervention ◽  
Behavior Intervention Plans ◽  
Educational Conditions

The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada

2005 ◽  
Vol 11 (1) ◽  
pp. 71-97 ◽  
Author(s):  
J. Paul Grayson
Keyword(s):  
Academic Achievement ◽  
International Students ◽  
Pilot Study ◽  
Student Outcomes ◽  
First Year ◽  
Program Satisfaction ◽  
Canadian Universities ◽  
General Utility ◽  
American Students ◽  
The Us

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

Barriers to Behavior Intervention Plans Survey

2020 ◽  
Author(s):  
Rachel E. Robertson ◽  
Anastasia A. Kokina ◽  
Debra W. Moore
Keyword(s):  
Behavior Intervention ◽  
Behavior Intervention Plans

Behavior Intervention Plans

2014 ◽  
Author(s):  
Tim Knoster ◽  
Kristy Kelly ◽  
Kelly McGraw
Keyword(s):  
Behavior Intervention ◽  
Behavior Intervention Plans

scholarly journals Digital Behavior Intervention Plans: Effects on General Education Teacher Fidelity of Implementation

2019 ◽  
Vol 35 (3) ◽  
pp. 155-166
Author(s):  
Christopher Holcomb ◽  
Joshua N. Baker ◽  
Cori More
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Student Behavior ◽  
Study Data ◽  
Fidelity Of Implementation ◽  
Behavior Intervention ◽  
Probe Design ◽  
Behavior Intervention Plans ◽  
General Education Teacher ◽  
Teacher Student

The purpose of this study was to investigate the effects of digital behavior intervention plans (DBIPs) with multimedia anchored instruction on general education teachers’ fidelity of implementation while teaching students with disabilities. A multiple probe design was used to investigate the effects of DBIPs across six teacher–student dyads. The effects on student desirable and undesirable behaviors were also examined across all phases of the study. Data for all six teacher participants suggest a functional relationship and show that all teachers increased their fidelity of implementation of BIPs. In addition, the teachers’ fidelity of implementation of the BIPs showed a moderate to high effect on increasing desirable student behavior and neutralized undesirable student behavior. Further results and implications for fidelity of implementation and research are discussed.

Examining the Relationship Between Teacher Perceptions of Implementation of the SDLMI and Student Self-Determination Outcomes

2019 ◽  
Vol 43 (1) ◽  
pp. 53-63
Author(s):  
Karrie A. Shogren ◽  
Kathryn M. Burke ◽  
Mark H. Anderson ◽  
Anthony Antosh ◽  
Terri LaPlante ◽  
...  
Keyword(s):  
Teacher Perceptions ◽  
Student Outcomes ◽  
The Self ◽  
Self Determination ◽  
Complex Relationship ◽  
Mediation Model ◽  
Research And Practice ◽  
Interactive Relationship ◽  
The Impact ◽  
The Relationship

This study explored teacher perceptions of their ability to implement the Self-Determined Learning Model of Instruction (SDLMI) with fidelity and the impact of these perceptions on student self-determination outcomes on the Self-Determination Inventory: Student Report (SDI:SR). Using a piece-wise growth model, we found stability in teacher perceptions of their implementation over a 2-year period even with the introduction of a second transition-focused intervention to a subset of the sample. Using a mediation model, we then found a complex relationship between teacher perceptions of fidelity and student outcomes on the SDI:SR. We found that teacher-perceived fidelity over the course of the year was influenced by students’ beginning of the year self-determination status and that teacher-perceived fidelity then affected students’ end of the year self-determination status. The findings suggest an interactive relationship between teacher perceptions of implementation and student outcomes. Implications for research and practice are discussed.

Development and Technical Adequacy of Instructionally Relevant Vocabulary Measures for Young Students

2020 ◽  
pp. 153450841989799
Author(s):  
David C. Parker ◽  
Lisa H. Stewart ◽  
Susan Thomson ◽  
Ruth A. Kaminski
Keyword(s):  
Decision Making ◽  
Pilot Study ◽  
First Grade ◽  
Data Driven ◽  
Technical Adequacy ◽  
Reliability Criterion ◽  
Reading Competence ◽  
Vocabulary Skills ◽  
Instructional Decision ◽  
Vocabulary Assessment

Vocabulary skills are important for overall reading competence, but vocabulary assessment approaches that inform instructional decision-making and are sensitive to improvement are limited. This article describes a process for developing vocabulary measures designed to facilitate data-driven decision-making for kindergarten and first-grade students who are at risk in vocabulary. A pilot study suggested the measures could be administered and scored with fidelity, and also produced promising data for indices of reliability, criterion-related validity, and sensitivity to growth, particularly for a rating-based scoring metric. Implications and considerations for developing instructionally relevant vocabulary measures are discussed.

Systematic Review of Curriculum-Based Measurement with Students Who Are Deaf

2020 ◽  
Vol 25 (4) ◽  
pp. 398-410
Author(s):  
Elizabeth A Lam ◽  
Kristen L McMaster ◽  
Susan Rose
Keyword(s):  
Reading Fluency ◽  
Hard Of Hearing ◽  
Student Outcomes ◽  
Reliability And Validity ◽  
Curriculum Based Measurement ◽  
Validity Evidence ◽  
Reading Curriculum ◽  
Technical Adequacy ◽  
Technical Properties ◽  
Instructional Decision

Abstract This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed reading fluency, silent reading fluency, cloze (write in missing words given blank lines within a passage), and maze (circle the target word given multiple choice options within a passage). Data obtained from these measures were generally found to be internally consistent and stable with validity evidence varying across measures. Emerging evidence supports the utility of CBM for students who are DHH. Further empirical evidence is needed to continue to explore technical properties, identify if student scores are sensitive to growth over short periods of time, and examine whether CBM data can be used to inform instructional decision-making to improve student outcomes.

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