Reducing Risk for Emotional and Behavioral Disorders in Late Elementary School: A Comparison of Two Targeted Interventions

2018 ◽  
Vol 43 (3) ◽  
pp. 370-382 ◽  
Author(s):  
Sara C. McDaniel ◽  
John E. Lochman ◽  
Sara Tomek ◽  
Nicole Powell ◽  
April Irwin ◽  
...  
Keyword(s):  
Externalizing Behavior ◽  
Behavioral Interventions ◽  
Study Groups ◽  
Future Research ◽  
Behavioral Risk ◽  
Tier 2 ◽  
Targeted Interventions ◽  
Tier 2 Interventions ◽  
Coping Power ◽  
And Coping

Students with elevated levels of risk require targeted Tier 2 behavioral interventions that are efficient and effective to prevent the need for more intensive, special education supports. Although Tier 2 is a critical component of multi-tiered systems of support, a paucity of research exists regarding how best to provide evidence-based Tier 2 interventions, particularly for students with comorbid deficit areas. The current trial involved 33 third- through fifth-grade participants who were assigned to one of three study groups: (a) control, (b) check-in/check-out, or (c) Coping Power. The Behavior Assessment of Children in Schools–2 (BASC-2) was used to measure changes in externalizing behavior, along with its three component subscales. The Strengths and Difficulties Questionnaire (SDQ) was used to examine change in broad emotional and behavioral risk profiles. Teachers rated participants on the SDQ and BASC-2 at preintervention, postintervention, and follow-up. Results indicate that both check-in/check-out and Coping Power yielded decreases in externalizing behavior, with Coping Power also resulting in significant decreases in overall emotional and behavioral risk. A discussion of these results along with implications for future research and study limitations are presented.

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.

The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis

2020 ◽  
pp. 001440292096918
Author(s):  
Asha K. Jitendra ◽  
Ahmed Alghamdi ◽  
Rebecca Edmunds ◽  
Nicole M. McKevett ◽  
John Mouanoutoua ◽  
...  
Keyword(s):  
Variance Estimation ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Tier 2 ◽  
Mathematics Interventions ◽  
Treatment Groups ◽  
Tier 2 Interventions ◽  
Mathematics Difficulties ◽  
Quasi Experimental

This meta-analysis examined the effectiveness of supplemental Tier-2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasi-experimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier-2 interventions were moderated by intervention model type, group size, and type of measure. We present recommendations for future research and implementation of mathematics practices.

scholarly journals Helping Children with Emotional Difficulties

2018 ◽  
Vol 30 (2) ◽  
Author(s):  
Lee R. Pearce
Keyword(s):  
Behavioral Interventions ◽  
Skills Training ◽  
Fifth Grade ◽  
Future Research ◽  
Tier 2 ◽  
Prosocial Skills ◽  
Tier 1 ◽  
Rti Model ◽  
Tier 3 ◽  
Rural Elementary School

This article describes a Response to Intervention (RTI) model of service delivery implemented within a rural elementary school for students in kindergarten through fifth grade experiencing significant emotional and behavioral difficulties. A multi-tiered model is presented that includes school wide interventions in Tier 1, as well as a six separate interventions applied within Tier 2 and Tier 3. These included applied behavioral analysis, social skills training, counseling,  differentiated instruction, cognitive behavioral interventions and parent involvement designed to assist identified students with improving prosocial skills. Nine children were treated within this program model over a two year period, resulting in two students being placed in special education under the category of emotional disturbance by the project’s termination. Positive and negative aspects of the project’s implementation are reviewed, along with directions for future research.  

scholarly journals Peer-Based Social Media Features in Behavior Change Interventions: Systematic Review (Preprint)

2017 ◽  
Author(s):  
Sheik Mohammad Roushdat Ally Elaheebocus ◽  
Mark Weal ◽  
Leanne Morrison ◽  
Lucy Yardley
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Behavior Change ◽  
Behavioral Interventions ◽  
Selection Process ◽  
Future Research ◽  
Behavioral Risk ◽  
Lack Of Information ◽  
Behavior Change Interventions ◽  
High Level

BACKGROUND Incorporating social media features into digital behavior change interventions (DBCIs) has the potential to contribute positively to their success. However, the lack of clear design principles to describe and guide the use of these features in behavioral interventions limits cross-study comparisons of their uses and effects. OBJECTIVE The aim of this study was to provide a systematic review of DBCIs targeting modifiable behavioral risk factors that have included social media features as part of their intervention infrastructure. A taxonomy of social media features is presented to inform the development, description, and evaluation of behavioral interventions. METHODS Search terms were used in 8 databases to identify DBCIs that incorporated social media features and targeted tobacco smoking, diet and nutrition, physical activities, or alcohol consumption. The screening and review process was performed by 2 independent researchers. RESULTS A total of 5264 articles were screened, and 143 articles describing a total of 134 studies were retained for full review. The majority of studies (70%) reported positive outcomes, followed by 28% finding no effects with regard to their respective objectives and hypothesis, and 2% of the studies found that their interventions had negative outcomes. Few studies reported on the association between the inclusion of social media features and intervention effect. A taxonomy of social media features used in behavioral interventions has been presented with 36 social media features organized under 7 high-level categories. The taxonomy has been used to guide the analysis of this review. CONCLUSIONS Although social media features are commonly included in DBCIs, there is an acute lack of information with respect to their effect on outcomes and a lack of clear guidance to inform the selection process based on the features’ suitability for the different behaviors. The proposed taxonomy along with the set of recommendations included in this review will support future research aimed at isolating and reporting the effects of social media features on DBCIs, cross-study comparisons, and evaluations.

Tier 2: Critical Issues in Systems, Practices, and Data

2020 ◽  
pp. 106342662094985
Author(s):  
Allison L. Bruhn ◽  
Sara C. McDaniel
Keyword(s):  
Progress Monitoring ◽  
Future Research ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Social Emotional ◽  
Targeted Interventions ◽  
Positive Behavior Interventions ◽  
Behavioral Needs ◽  
Critical Issues

The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school’s population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate unwanted behavior, which may lead to increased rates of exclusionary discipline (e.g., office discipline referrals and suspension). This article extends the logic of Tier 1 PBIS, which is founded in systems, practices, and data, by addressing research related to implementation issues of systems, practices, and data in Tier 2. First, we present current research and practice in systems with a specific focus on Tier 2 teaming, resources, and professional development (i.e., initial training and coaching). Second, we discuss Tier 2 practices and the need to consider intervention matching, as well as initial and in vivo intervention adaptations to improve acceptability and effectiveness. Third, we present Tier 2 data considerations for informing intervention design, progress monitoring, and treatment fidelity. Across Tier 2 systems, practices, and data, we offer recommendations for future research.

scholarly journals Relationships among Distress, Appraisal, Self-Management Behaviors, and Psychosocial Factors in a Sample of Rural Appalachian Adults with Type 2 Diabetes

2017 ◽  
Vol 17 (2) ◽  
pp. 34-64
Author(s):  
Roger D Carpenter ◽  
Laurie A Theeke ◽  
Jennifer A Mallow ◽  
Elliott Theeke ◽  
Diana Gilleland
Keyword(s):  
Psychosocial Factors ◽  
Low Income ◽  
Self Management ◽  
Anxiety And Depression ◽  
Future Research ◽  
Multiple Chronic Conditions ◽  
Targeted Interventions ◽  
Threat Appraisals ◽  
Health Literacy Level ◽  
And Coping

Background: Diabetes contributes to the development of multiple chronic conditions including cardiovascular disease, stroke, blindness, kidney disease, and lower-limb amputations. Currently, it is known that the Appalachian Region is an area of significant disparity in the occurrence of Diabetes. Persons with Diabetes can develop high levels of cognitive stress related to the experience of living with Diabetes.Method: This paper presents the results of a descriptive study guided by the Transactional Model of Stress and Coping (TMSC), aiming to enhance understanding of the relationships among diabetes-related distress, appraisal, and self-management in a sample of 102 adults who were living rurally in Appalachia.Findings: The majority of the study sample were low-income, obese, and had mean A1C levels above the goal for adequate diabetes control. Over one-third of the sample had a high likelihood or possibility of limited literacy Participants reported adhering to medication on over 6 days of the week but adhering to diet and exercise on fewer days per week. Overall, the sample had a lower level of distress related to the diagnosis of diabetes. Participants perceived diabetes as more of a challenge than a threat, harm, or benign stressor. Diabetes related distress was inversely correlated to challenge appraisals and benign appraisals, but positively correlated to threat and harm appraisals. Anxiety and depression were significantly positively related to diabetes related distress, threat appraisals, and harm appraisals and significantly negatively correlated with challenge and benign appraisals.Conclusions: Recommendations for future research include the development and testing of targeted interventions that address the study findings including health literacy level, challenge appraisals, and the interrelationships of psychological and physical health variables. Knowing that diabetes is appraised as a challenge enhances the likelihood that it may be amenable to intervention. The interrelatedness of anxiety and depression to self-management further informs future intervention design.Keywords:  Psychosocial Factors,  Rural, Diabetes, Adults, Self Management, Cognitive appraisal, DistressDOI:  http://dx.doi.org/10.14574/ojrnhc.v17i1.446 

Are Individuals in Rorschach Nonpatient Samples Truly Psychologically Healthy?

2015 ◽  
Vol 36 (2) ◽  
pp. 112-155 ◽  
Author(s):  
Anna Maria Rosso ◽  
Andrea Camoirano ◽  
Gabriele Schiaffino
Keyword(s):  
Psychological Treatment ◽  
Coping Styles ◽  
Anxiety And Depression ◽  
Future Research ◽  
Extensive Form ◽  
Community Needs ◽  
Rorschach Comprehensive System ◽  
Form Quality ◽  
And Coping ◽  
Rorschach Variables

Abstract. The aim of this study was to collect a Rorschach Comprehensive System (RCS) adult nonpatient sample from Italy using more stringent exclusion criteria and controlling for psychopathology, taking into account the methodological suggestions of Ritzler and Sciara (2008) . The authors hypothesized that: (a) adult nonpatient samples are not truly psychologically healthy, in that a high number of psychopathological symptoms are experienced by participants, particularly anxiety and depression, although they have never been in psychological treatment; (b) significant differences emerge between healthy and nonhealthy groups on Rorschach variables, particularly on CS psychopathological indexes; (c) RCS psychopathological indexes are significantly correlated in the expected direction with scores on psychopathological scales. The results confirmed the hypotheses, indicating the need to collect psychologically healthy samples in addition to normative and nonpatient samples. Because differences were found in the comparison between Exner’s sample (2007) and the healthy group in this study regarding form quality and coping styles, the authors suggest that future research should investigate the construct validity of ambitent style and culturally specific influences on form quality. Moreover, the Rorschach scientific community needs to have more extensive form quality tables, enriched with objects that are currently not included.

Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

2021 ◽  
pp. 109830072199608
Author(s):  
Angus Kittelman ◽  
Sterett H. Mercer ◽  
Kent McIntosh ◽  
Robert Hoselton
Keyword(s):  
Longitudinal Study ◽  
Behavioral Interventions ◽  
Structural Equation ◽  
Equation Modeling ◽  
Optimal Timing ◽  
First Year ◽  
Tier 2 ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Tier 3

The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

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