Multitiered Systems of Support, Adaptive Interventions, and SMART Designs

2021 ◽  
pp. 001440292110241
Author(s):  
Greg Roberts ◽  
Nathan Clemens ◽  
Christian T. Doabler ◽  
Sharon Vaughn ◽  
Daniel Almirall ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Special Section ◽  
Decision Rules ◽  
Evidence Based ◽  
Treatment Delivery ◽  
School Settings ◽  
Adaptive Interventions ◽  
Research Designs ◽  
Multiple Assignment ◽  
Systems Of Support

This article introduces the special section on adaptive interventions and sequential multiple-assignment randomized trial (SMART) research designs. In addition to describing the two accompanying articles, we discuss features of adaptive interventions (AIs) and describe the use of SMART design to optimize AIs in the context of multitiered systems of support (MTSS) and integrated MTSS. AI is a treatment delivery model that explicitly specifies how information about individuals should be used to decide which treatment to provide in practice. Principles that apply to the design of AIs may help to more clearly operationalize MTSS-based programs, improve their implementation in school settings, and increase their efficacy when used according to evidence-based decision rules. A SMART is a research design for developing and optimizing MTSS-based programs. We provide a running example of a SMART design to optimize an MTSS-aligned AI that integrates academic and behavioral interventions.

An analysis of teacher perceived barriers to the implementation of evidence-based practices

2019 ◽  
Vol 43 (1) ◽  
pp. 5-13
Author(s):  
John J. Wheeler ◽  
Stacy L. Carter ◽  
Samuel E. Smith
Keyword(s):  
Behavioral Interventions ◽  
Qualitative Evaluation ◽  
The United States ◽  
Perceived Barriers ◽  
Evidence Based ◽  
Implementation Barriers ◽  
Evidence Based Practices ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Widespread Implementation

Evidence-based practices in the field of special education within the United States has been well defined in the literature yet challenges persist with the widespread implementation of these practices within school settings. There are many factors that can negatively influence the portability of these practices in classroom settings that remain unaddressed in the literature. The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing evidence-based procedures in the area of positive behavioral interventions and supports (PBIS) are described. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Recommendations for minimizing these implementation barriers are discussed.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

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.

Low Effect Sizes of Evidence-Based Programs in School Settings

2011 ◽  
Vol 8 (4) ◽  
pp. 397-415 ◽  
Author(s):  
Joelle D. Powers ◽  
Natasha K. Bowen ◽  
Kristina C. Webber ◽  
Gary L. Bowen
Keyword(s):  
Effect Sizes ◽  
Evidence Based ◽  
School Settings ◽  
Evidence Based Programs

Sequential Multiple-Assignment Randomized Trials: Developing and Evaluating Adaptive Interventions in Special Education

2018 ◽  
Vol 40 (5) ◽  
pp. 267-276 ◽  
Author(s):  
Jason C. Chow ◽  
Lauren H. Hampton
Keyword(s):  
Special Education ◽  
Individual Differences ◽  
Educational Outcomes ◽  
Randomized Trials ◽  
Sufficient Evidence ◽  
Adaptive Intervention ◽  
Meaningful Information ◽  
Adaptive Interventions ◽  
Multiple Assignment ◽  
Individual Variables

Interventions often require multiple decisions to improve outcomes for every student. Whether the decision to implement a practice, tailor an existing protocol, or change approaches, these decisions should be based on individual variables and outcomes via a sequence of treatment. To develop adaptive interventions that have sufficient evidence to support decisions, components, and sequences, they must be evaluated as they operate. The sequential multiple-assignment randomized trial is a design that experimentally assesses the efficacy of the decisions, components, and sequence of an adaptive intervention. The purpose of this article is to provide an overview of this novel methodology and describe how this design can provide meaningful information about components and sequence based on individual differences and response to maximize educational outcomes in special education.

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.

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