Behavioral interventions in schools: Evidence-based positive strategies.

2009 ◽  
Keyword(s):  
Behavioral Interventions ◽  
Evidence Based

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

2021 ◽  
pp. 109830072110510
Author(s):  
Rhonda N. T. Nese ◽  
Angus Kittelman ◽  
M. Kathleen Strickland-Cohen ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
Data Use ◽  
Future Research ◽  
Evidence Based ◽  
Tier 2 ◽  
Behavior Support ◽  
Evidence Based Practices ◽  
Research And Practice ◽  
Positive Behavioral Interventions ◽  
Core Feature

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

Interventions for Students with Behavioral Disorders: An International Literature Review

2007 ◽  
Vol 32 (4) ◽  
pp. 267-281 ◽  
Author(s):  
Daniel J. Gulchak ◽  
João A. Lopes
Keyword(s):  
Literature Review ◽  
Behavioral Disorders ◽  
Behavioral Interventions ◽  
Quantitative Research ◽  
Selection Criteria ◽  
Evidence Based ◽  
International Studies ◽  
Effective School ◽  
School Based ◽  
Quantitative Studies

Students with emotional and behavioral disorders (EBD) are found internationally. This systematic literature review identifies interventions conducted on these students. Although the U.S. produces abundant studies on effective school-based academic and behavioral interventions, a search of over 4,000 articles published over 6 years yielded only 11 international studies meeting the selection criteria. Out of 11 qualified studies, 6 reported therapeutic treatments, 8 targeted elementary students, 9 were conducted in self-contained classrooms, and 9 were from the U.K. These findings indicate a paucity of quantitative research determining effectiveness of EBD interventions currently used in schools worldwide. The results indicate that quantitative studies are not the standard of evidence-based practice internationally, and diagnostic criteria and terms used to identify students vary worldwide.

scholarly journals Text-Messaging, Online Peer Support Group, and Coaching Strategies to Optimize the HIV Prevention Continuum for Youth: Protocol for a Randomized Controlled Trial

10.2196/11165 ◽  
2019 ◽  
Vol 8 (8) ◽  
pp. e11165 ◽  
Author(s):  
Dallas Swendeman ◽  
Elizabeth Mayfield Arnold ◽  
Danielle Harris ◽  
Jasmine Fournier ◽  
W Scott Comulada ◽  
...  
Keyword(s):  
High Risk ◽  
Hiv Prevention ◽  
Peer Support ◽  
Text Messaging ◽  
Behavioral Interventions ◽  
Homeless Youth ◽  
Cost Effective ◽  
Evidence Based ◽  
Transgender Youth ◽  
Sti Testing

Background America’s increasing HIV epidemic among youth suggests the need to identify novel strategies to leverage services and settings where youth at high risk (YAHR) for HIV can be engaged in prevention. Scalable, efficacious, and cost-effective strategies are needed, which support youth during developmental transitions when risks arise. Evidence-based behavioral interventions (EBIs) have typically relied on time-limited, scripted, and manualized protocols that were often delivered with low fidelity and lacked evidence for effectiveness. Objective This study aims to examine efficacy, implementation, and cost-effectiveness of easily mountable and adaptable, technology-based behavioral interventions in the context of an enhanced standard of care and study assessments that implement the guidelines of Centers for Disease Control and Prevention (CDC) for routine, repeat HIV, and sexually transmitted infection (STI) testing for high-risk youth. Methods Youth aged between 12 and 24 years (n=1500) are being recruited from community-based organizations and clinics serving gay, bisexual, and transgender youth, homeless youth, and postincarcerated youth, with eligibility algorithms weighting African American and Latino youth to reflect disparities in HIV incidence. At baseline and 4-month intervals over 24 months (12 months for lower-risk youth), interviewers monitor uptake of HIV prevention continuum steps (linkage to health care, use of pre- or postexposure prophylaxis, condoms, and prevention services) and secondary outcomes of substance use, mental health, and housing security. Assessments include rapid diagnostic tests for HIV, STIs, drugs, and alcohol. The study is powered to detect modest intervention effects among gay or bisexual male and transgender youth with 70% retention. Results The project was funded in September 2016 and enrollment began in May 2017. Enrollment will be completed between June and August 2019. Data analysis is currently underway, and the first results are expected to be submitted for publication in 2019. Conclusions This hybrid implementation-effectiveness study examines alternative models for implementing the CDC guidelines for routine HIV/STI testing for YAHR of acquiring HIV and for delivering evidence-based behavioral intervention content in modular elements instead of scripted manuals and available over 24 months of follow-up, while also monitoring implementation, costs, and effectiveness. The greatest impacts are expected for coaching, whereas online group peer support is expected to have lower impact but may be more cost-effective. Trial Registration ClinicalTrials.gov NCT03134833; https://clinicaltrials.gov/ct2/show/NCT03134833 (Archived by WebCite at http://www.webcitation.org/76el0Viw9) International Registered Report Identifier (IRRID) DERR1-10.2196/11165

The Clinical Practice Model for Persons with Dementia: Application to Music Therapy

2021 ◽  
Author(s):  
Alaine E Reschke-Hernández
Keyword(s):  
Clinical Practice ◽  
Music Therapy ◽  
Behavioral Interventions ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Intervention Development ◽  
Well Being ◽  
Future Research ◽  
Evidence Based ◽  
Practice Model

Abstract Currently, no drug can cure or effectively mitigate symptoms for the growing number of individuals who live with Alzheimer’s disease and related dementias. As they experience declines in memory, communication, and thinking—symptoms that undermine social initiative, autonomy, and well-being—these individuals become increasingly dependent on others. Evidence regarding the benefits of music therapy for persons with dementia is growing. Nonetheless, limitations in existing research have hindered knowledge regarding the use and appropriate application of music as a form of treatment with this population. This article describes the development of The Clinical Practice Model for Persons with Dementia, which provides a theoretical framework to inform evidence-based practice, illustrated here in application to music therapy. Specifically, the model is intended to prompt purposeful application of strategies documented within a broad literature base within 6 thematic areas (Cognition, Attention, Familiarity, Audibility, Structure, and Autonomy); facilitate clinical decision-making and intervention development, including music interventions; and encourage discourse regarding relationships between characteristics of the intervention, the therapist, the person with dementia, and their response to intervention. The model comprises a set of testable assumptions to provide direction for future research and to facilitate the description and investigation of mechanisms underlying behavioral interventions with this population. Although the model is likely to evolve as knowledge is gained, it offers a foundation for holistically considering an individual’s needs and strengths, guidance for applying music and nonmusic strategies in evidence-based practice, and direction for future research.

Clinical Interventions in Problem-Solving Courts

2019 ◽  
pp. 33-49
Author(s):  
David DeMatteo ◽  
Kirk Heilbrun ◽  
Alice Thornewill ◽  
Shelby Arnold
Keyword(s):  
Problem Solving ◽  
Behavioral Interventions ◽  
Evidence Based ◽  
Therapeutic Communities ◽  
Evidence Based Practices ◽  
Clinical Interventions ◽  
Trauma Informed Care ◽  
Problem Solving Courts ◽  
Trauma Informed ◽  
Assessment Procedures

This chapter focuses on the clinical interventions most commonly delivered in problem-solving courts. The chapter begins with a discussion of the Risk-Needs-Responsivity Model, which provides a foundational context for the interventions used in problem-solving courts and highlights the importance of targeting offender needs—criminogenic needs—related to key outcomes (e.g., reduced recidivism, reduced relapse to drug use). The authors then discuss the various screening and risk assessment procedures used to admit offenders to problem-solving courts, the clinical interventions used in problem-solving courts (e.g., cognitive-behavioral interventions, 12-step programs, therapeutic communities, case management, trauma-informed care), and the use of evidence-based practices in problem-solving courts. The authors note the role of problem-solving courts as a watchdog for service provision and conclude with a section discussing “next steps” for expanding evidence-based interventions in problem-solving courts.

A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs

2020 ◽  
pp. 019874292094485
Author(s):  
Catherine P. Bradshaw ◽  
Katrina J. Debnam ◽  
Daniel Player ◽  
Brooks Bowden ◽  
Sarah Lindstrom Johnson
Keyword(s):  
Mixed Methods ◽  
Behavioral Interventions ◽  
Case Illustration ◽  
Evidence Based ◽  
Multiple Sources ◽  
Potential Cost ◽  
School Based ◽  
Fidelity Assessment ◽  
The Cost ◽  
Fidelity Implementation

This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.

Programming

2015 ◽  
Author(s):  
Patrece Hairston ◽  
Ingrid A. Binswanger
Keyword(s):  
Substance Use ◽  
Criminal Justice ◽  
Substance Use Disorders ◽  
Substance Use Disorder ◽  
Behavioral Interventions ◽  
The United States ◽  
Evidence Based ◽  
Mutual Aid ◽  
Criminal Justice Involvement ◽  
Federal Prisons

The nexus of substance use disorders and criminal justice involvement is considerable. This is particularly the case in the United States, where 48% of individuals in federal prisons were incarcerated for drug-related convictions in 2011. In the last year for which national data are available, approximately half of the individuals incarcerated in state and federal prisons met criteria for drug abuse or dependence. Tobacco and alcohol use are also more common in correctional populations than in the general, non-institutionalized population. Thus, criminal justice populations have a significant need for evidence-based treatment of addiction and interventions to reduce the medical complications of drug use. While many programs to address substance use disorder among correctional populations exist, many individuals fail to receive adequate care and continue to experience complications of substance use disorders. Thus, correctional clinicians and staff, researchers, and patients will need to continue to advocate for improved and enhanced dissemination of integrated, evidence-based behavioral and pharmacological treatment for substance use disorder across the continuum of criminal justice involvement. This chapter describes the evolution of addiction programming within correctional settings from the late 1700s to contemporary practices. Beginning with a discussion of mutual aid societies as one of the earliest providers of ‘treatment,’ this chapter outlines important aspects of early treatment. Additionally, current levels of care and specialized modalities for individuals involved in the criminal justice system are presented, such as cognitive-behavioral interventions, drug courts, therapeutic communities, pharmacologically supported therapy, and harm reduction approaches.

Diabetes (Children and Adults)

2014 ◽  
Author(s):  
Wendy Auslander ◽  
Elizabeth Budd
Keyword(s):  
Clinical Trials ◽  
Disease Management ◽  
Social Workers ◽  
Psychosocial Functioning ◽  
Behavioral Interventions ◽  
Evidence Based ◽  
Helping Professionals ◽  
Treatment Of Diabetes

The purpose of this article is to provide an overview of: diabetes and its significance, the differences in types of diabetes, and landmark clinical trials that have resulted in changes in philosophy and treatment of diabetes. Second, a review of the various types of evidence-based and promising behavioral interventions in the literature that have targeted children and adults are presented. Social workers and other helping professionals are uniquely positioned to work collaboratively to improve psychosocial functioning, disease management, and prevent or delay complications through behavioral interventions for children and adults with diabetes.

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