Rethinking Conditional Release as an Assumption-Based Test of Offender Readiness

2017 ◽  
Vol 43 (2) ◽  
pp. 216-235
Author(s):  
Christopher M. Campbell

While many great strides have been made in supervision generally toward more evidence-based practices, the primary tenets of conditional release have remained unchanged, untested, and assumption based. This essay examines the fundamental tenets of conditional release and how they have been widely overlooked in spite of the evidence-based movement. By laying out the problems in practice, recording, and definition, as well as gaps in the literature, I display several areas where future research can progress both knowledge and policy. I argue that the crux of issues surrounding conditional release is the notion that it is a test of readiness and should be regarded as such. By viewing the practice from this perspective, the inadequacies of state systems to address criminogenic needs become glaringly apparent. Following this explication, it is consequently clear as to why the released person may not be ready and how successful reentry may have less to do with individual accountability and more to do with a rehabilitative ideal.

2021 ◽  
pp. 109830072110510
Author(s):  
Rhonda N. T. Nese ◽  
Angus Kittelman ◽  
M. Kathleen Strickland-Cohen ◽  
Kent McIntosh

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.


2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Sarah A. Birken ◽  
Emily R. Haines ◽  
Soohyun Hwang ◽  
David A. Chambers ◽  
Alicia C. Bunger ◽  
...  

Abstract Background Implementation science has focused mainly on the initial uptake and use of evidence-based practices (EBPs), with less attention to sustainment—i.e., continuous use of these practices, as intended, over time in ongoing operations, often involving adaptation to dynamic contexts. Declining EBP use following implementation is well-documented yet poorly understood. Using theories, models, and frameworks (TMFs) to conceptualize sustainment could advance understanding. We consolidated knowledge from published reviews of sustainment studies to identify TMFs with the potential to conceptualize sustainment, evaluate past uses of TMFs in sustainment studies, and assess the TMFs’ potential contribution to developing sustainment strategies. Methods We drew upon reviews of sustainment studies published within the past 10 years, evaluated the frequency with which included articles used a TMF for conceptualizing sustainment, and evaluated the relevance of TMFs to sustainment research using the Theory, Model, and Framework Comparison and Selection Tool (T-CaST). Specifically, we examined whether the TMFs were familiar to researchers, hypothesized relationships among constructs, provided a face-valid explanation of relationships, and included sustainment as an outcome. Findings Nine sustainment reviews referenced 648 studies; these studies cited 76 unique TMFs. Only 28 TMFs were used in more than one study. Of the 19 TMFs that met the criteria for T-CaST analysis, six TMFs explicitly included sustainment as the outcome of interest, 12 offered face-valid explanations of proposed conceptual relationships, and six identified mechanisms underlying relationships between included constructs and sustainment. Only 11 TMFs performed adequately with respect to all these criteria. Conclusions We identified 76 TMFs that have been used in sustainment studies. Of these, most were only used once, contributing to a fractured understanding of sustainment. Improved reporting and use of TMFs may improve understanding of this critical topic. Of the more consistently used TMFs, few proposed face-valid relationships between included constructs and sustainment, limiting their ability to advance our understanding and identify potential sustainment strategies. Future research is needed to explore the TMFs that we identified as potentially relevant, as well as TMFs not identified in our study that nonetheless have the potential to advance our understanding of sustainment and identification of strategies for sustaining EBP use.


2020 ◽  
pp. 082957352097491
Author(s):  
Ryan L. Farmer ◽  
Imad Zaheer ◽  
Gary J. Duhon ◽  
Stephanie Ghazal

Through innovation in research and self-correction, it is inevitable that some practices will be replaced or be discredited for one reason or another. De-implementation of discredited and low-value practices is a necessary step for school psychologists’ maintenance of evidence-based practices and to reduce unnecessary costs and risk. However, efforts to clarify de-implementation frameworks and strategies are ongoing. The scope of this paper follows McKay et al. in considering the potential for de-implementation strategies to be informed by applied behavior analysis and operant learning theory. We conceptualize low-value practice as sets of behaviors evoked by their context and maintained by their consequences, and thus de-implementation as behavior reduction. We discuss the need for future research given this perspective.


Author(s):  
Jessica Suhrheinrich

Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching. The findings suggest that attending a group workshop is insufficient training for most teachers to demonstrate mastery of PRT, but a modest amount of time spent in individual coaching with observation and feedback helps the majority of teachers master PRT techniques. Limitations and implications for future research are discussed.


2018 ◽  
Vol 34 (1) ◽  
pp. 97-114 ◽  
Author(s):  
Faye S. Taxman

The evidence-based practices literature has defined a core set of practices and treatments that are effective, at least in empirical studies. Implementing these evidence-based practices and treatments requires a different set of empirical studies to understand the operational issues that affects client-driven outcomes. In this article, we review the following three areas: (a) use of a standardized risk and need assessment tool, (b) use of cognitive-behavioral programs to address criminogenic needs, and (c) use of swift and certain responses to shape behavior. The review focuses on the unanswered questions regarding implementation and organizational change strategies to increase receptivity for the evidence-based practices, lay the foundation for improving effectiveness of “evidence-based practices and treatments,” and provide a work environment that supports evidence-based practices and treatments. This article outlines a research agenda to build implementation knowledge that can further the use of evidence-based practices and treatments.


Author(s):  
Anthony L. Hemmelgarn ◽  
Charles Glisson

This concluding chapter suggests that future research and development efforts focus on four interrelated areas. These four areas, together, describe how more specific information about the ARC strategies can increase the capacity for improving human services. The authors argue that the emphasis on evidence-based practices should be expanded to include strategies that focus on the organization’s social context. Knowing which strategies are most effective to alter specific OSC profiles and knowing the sequence of strategies that are most effective for targeted outcomes will allow organizations to tailor improvement efforts with the greatest efficiency. The chapter calls for more information about how an array of strategies can be used most efficiently by an organization to target outcomes over an extended period and how to determine, a priori, the optimal application of the various strategies necessary to achieve success with the least amount of resources.


2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1882369 ◽  
Author(s):  
Patrick R. Mullen ◽  
Helena Stevens ◽  
Nancy Chae

The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors’ attitudes toward EBPs and related factors. We investigated the relationships between school counselors’ grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use of cognitive/behavioral theory and number of years of practice related to attitudes toward EBPs. We offer implications for school counseling practice and future research.


Autism ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 167-180 ◽  
Author(s):  
Jessica M Paynter ◽  
Sarah Ferguson ◽  
Kathryn Fordyce ◽  
Annette Joosten ◽  
Sofia Paku ◽  
...  

A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention providers. An online survey was completed by 72 early intervention providers from four organisations across Australia. Providers reported high levels of trust and access of information from internal professional development, therapists and external professional development. A range of considerations including child factors, family values and research were rated as important in informing intervention choices. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported. Levels of use were linked to levels of knowledge, as well as some organisational and attitudinal factors. Areas for future research and implications are discussed.


Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 208-223 ◽  
Author(s):  
Amber E. McConnell ◽  
Kimberly J. Osmani ◽  
Kendra L. Williams-Diehm ◽  
Joshua M. Pulos

Abstract Secondary transition planning and service coordination using evidence-based practices (EBPs) are a focus at the national, state, and local level to facilitate positive postschool outcomes and higher rates of inclusion for individuals with disabilities. However, research indicates schools and service providers are not effectively implementing EBPs. This study investigated a summer job experience program for students with disabilities as a means to incorporate EBPs and increase student job-readiness skills. Results indicated the vast majority of students gained critical skills and experiences across eight EBP categories. Parents felt student employability skills increased, and host business partners expressed willingness to repeat the summer iJobs experience. Future research, implications for practice, and limitations are discussed.


2016 ◽  
Vol 52 (4) ◽  
pp. 195-203 ◽  
Author(s):  
Jason C. Travers

Special education professionals are charged with using evidence-based practices, but various unproven, disproven, and pseudoscientific interventions continue to proliferate. Unproven and ineffective interventions emerge and are adopted for various reasons. Ineffective interventions are inevitably harmful and require professionals to adopt a conservative approach that both minimizes potential for harm and maximizes potential for educational benefit. This is fundamental to the evidence-based movement, but special education professionals may not recognize and avoid ineffective interventions. This article aims to improve recognition of potentially ineffective interventions by shedding light on aspects of science, pseudoscience, and some mistakes frequently made in evaluating claims of intervention effectiveness. By becoming familiar with the distinctions between science and pseudoscience, and by developing an understanding of how errors in thinking are used to promote and defend interventions unsupported by empirical evidence, special education professionals can better protect their students with disabilities from potential harms associated with ineffective practices.


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