Peers as Change Agents

2021 ◽  
Keyword(s):  
Behavioral Interventions ◽  
Change Agents ◽  
Intervention Strategies ◽  
Academic Interventions ◽  
Successful Implementation ◽  
School Based ◽  
School Based Interventions ◽  
The Common

This volume includes a variety of intervention strategies utilizing peers as change agents in school-based interventions. The book presents an updated conceptualization of peer-mediated interventions (PMIs), including peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. Each section includes a chapter describing the research supporting each category of PMI, as well as practical chapters detailing the use of different strategies that fit under each of the categories. The practical chapters describe the common procedures involved in each PMI, recommendations for successful implementation with an equity lens in applied settings, and useful resources such as implementation scripts for use in schools.

scholarly journals Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems

2017 ◽  
Vol 40 (1) ◽  
pp. 16-24
Author(s):  
Michelle M. Massar ◽  
Kent McIntosh ◽  
Sterett H. Mercer
Keyword(s):  
Behavioral Interventions ◽  
Critical Factor ◽  
Fidelity Of Implementation ◽  
Successful Implementation ◽  
Positive Behavioral Interventions ◽  
School Based ◽  
Confirmatory Factor ◽  
School Based Interventions ◽  
Behavior Systems ◽  
Core Features

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. The purpose of this study was to assess the extent to which the TFI can be used as one measure of all three tiers, three separate measures of individual tiers, or as a more granular level of fidelity that measures implementation on 10 subscales across the tiers. A confirmatory factor analysis was conducted to validate the factor structure of the TFI. Results indicate that the TFI is a valid measure of fidelity of implementation of SWPBIS and can be used to measure implementation by subscales, tiers, and as a comprehensive assessment of all three tiers.

A New Conceptualization of Peer-Mediated Interventions

2021 ◽  
pp. 1-4
Author(s):  
Tai A. Collins ◽  
Renee O. Hawkins
Keyword(s):  
Behavioral Interventions ◽  
Change Agents ◽  
Academic Interventions ◽  
Contemporary Research

This introductory chapter presents an updated and comprehensive conceptualization of peer-mediated interventions based on contemporary research utilizing peers as change agents in schools. The current conceptualization of peer-mediated interventions (PMIs) includes peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. The chapter covers some of the advantages of peer-mediated interventions and provides a framework for the chapters in this volume.

General Model of Service Delivery for School-Based Interventions

2019 ◽  
pp. 106-133
Author(s):  
Stephen P. Kilgus ◽  
Nathaniel P. von der Embse
Keyword(s):  
Service Delivery ◽  
Behavioral Interventions ◽  
Delivery Model ◽  
Intervention Delivery ◽  
Positive Behavioral Interventions ◽  
Use Of Data ◽  
School Based ◽  
Tier Ii ◽  
General Data ◽  
School Based Interventions

Substantial research has been devoted to various models of intervention delivery within school systems. Multi-tiered systems of support (MTSS) is an educational service-delivery model in which all students are provided academic and behavioral supports that are matched to need and skill level. A key feature of MTSS frameworks is the ongoing use of data to inform treatment (i.e., intervention) decisions of increasing intensity. That is, MTSS frameworks are tiered models that provide universal (Tier I), secondary (Tier II), and tertiary (Tier III) supports that are explicitly matched to student need. Students’ responsiveness to interventions are then monitored in determining whether students require alternative supports of differing intensity. MTSS, in which intervention intensity is increased dependent on failure to respond to interventions of lesser intensity, has been found to be an effective intervention delivery model. The chapter describes the implementation of MTSS, including specific applications within a Positive Behavioral Interventions and Supports (PBIS) model and Response to Intervention model. Finally, the chapter presents a general data-based problem-solving model that can be utilized to evaluate intervention effect across all levels of support.

Assessment of Needs and Intervention Effectiveness

2019 ◽  
pp. 121-140
Author(s):  
Lisa Hayutin ◽  
Caitlin E. Walsh ◽  
Elizabeth Bennett
Keyword(s):  
Intervention Strategies ◽  
Initial Assessment ◽  
Chronic Medical Conditions ◽  
Medical Conditions ◽  
Factors Affecting ◽  
Testing Procedures ◽  
School Based ◽  
Assessment And Monitoring ◽  
School Based Interventions ◽  
Monitoring Progress

Children with chronic medical conditions are at greater risk for experiencing challenges with academic, physical, and social functioning than their healthy peers. Thus, they may need ongoing monitoring and assessment to help determine the need for school-based interventions and supports. This chapter discusses considerations for school-based assessment and monitoring of progress by professionals working with students with chronic medical conditions. Approaches to assessment are discussed, including assessment methodology, goals, and domains. Specific considerations for selecting a test battery and making necessary modification to testing procedures, as well as factors affecting interpretation of results, are included. Finally, the chapter includes a discussion of goals and methods for monitoring progress after the initial assessment and using this information to guide ongoing intervention strategies.

Behavioral Interventions and the Role of Television in the Growing Epidemic of Adolescent Obesity

2005 ◽  
Vol 44 (02) ◽  
pp. 303-309 ◽  
Author(s):  
K. Thiagarajah ◽  
M. Fleming-Moran
Keyword(s):  
Behavioral Interventions ◽  
Eating Habits ◽  
Vigorous Activity ◽  
School Based ◽  
Individual Family ◽  
School Based Interventions ◽  
The Individual ◽  
Increased Activity ◽  
Gender Specific

Summary Objective: To test television exposure’s contribution to overweight (BMI> 95th percentile /age) status in 11.3% of 2001 YRBS respondents, when controlling for moderate/vigorous activity, and eating habits. Methods: Controlling for age, ethnicity, smoking, moderate/vigorous activity, and diet habits, gender-specific SUDAAN models estimate likelihood (O.R.) for overweight in teens watching 2+ hours of TV/day. Results: TV exposure independently increases odds of overweight by 50% for both genders (boys: OR 1.5 [1.2-1.8]; girls: OR 1.6 [1.2-2.0]), when other covariates are controlled. Low vigorous activity rate (1.39 [1.1-1.86]) and smoking independently promote obesity in girls, while boys with fewer fruit/ vegetable servings are less likely to be overweight (.76 [.60-.96]). Conclusion: Current school-based interventions promote environmental and curricular changes for healthier diets and increased activity rates. TV exposure, however, is rarely targeted as a separate risk factor, and requires attention at the individual, family, and community levels.

Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists

2009 ◽  
Vol 19 (1) ◽  
pp. 4-9
Author(s):  
Jill Parmenter ◽  
Sheryl Amaral ◽  
Julia Jackson
Keyword(s):  
Review Process ◽  
Successful Implementation ◽  
Speech Language Pathologists ◽  
Self Advocacy ◽  
Professional Performance ◽  
Performance Review ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
School Based ◽  
Review Management

Abstract The Professional Performance Review Process for School-Based Speech-Language Pathologists (PPRP) (ASHA, 2006) was developed in response to the need for a performance review tool that fits school district requirements for performance review management while addressing the specific roles and responsibilities of a school-based speech-language pathologist (ASHA, 2006). This article will examine the purpose and components of the PPRP. A description of its use as a tool for self-advocacy will be discussed. Strategies for successful implementation of the PPRP will be explained using insight from speech-language pathologists and other professionals familiar with the PPRP.

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