Intensifying Interventions for Students With Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise

2020 ◽  
pp. 106342662095308
Author(s):  
Chin-Chih Chen ◽  
Kevin S. Sutherland ◽  
Rachel Kunemund ◽  
Brittany Sterrett ◽  
Sarah Wilkinson ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Intervention Strategies ◽  
Emotional And Behavioral Problems ◽  
Future Research ◽  
Behavioral Difficulties ◽  
Evidence Based ◽  
Adaptive Expertise ◽  
Evidence Based Practices ◽  
Practice Elements ◽  
Selection Of

We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to implement standardized EBPs with fidelity. Yet, students with significant difficulties tend to have problems that reflect a complex set of changing factors that require carefully tailored and coordinated interventions that are adapted to students’ ongoing dynamic needs. To address this issue, we discuss the concept of practice elements (PEs) as a foundation for identifying intervention strategies, and we consider how the concepts of adaptive expertise (AE) can help guide the selection of PEs and implementation and modification of multistrategy approaches to increase responsiveness to students with emotional and behavioral problems. Implications for service delivery and future research are considered.

Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students

2018 ◽  
Vol 27 (2) ◽  
pp. 76-85 ◽  
Author(s):  
Kevin S. Sutherland ◽  
Maureen A. Conroy ◽  
Bryce D. McLeod ◽  
Rachel Kunemund ◽  
Kim McKnight
Keyword(s):  
Single Case ◽  
Behavioral Outcomes ◽  
Experimental Designs ◽  
Emotional And Behavioral Problems ◽  
Future Research ◽  
Evidence Based ◽  
Social Emotional ◽  
Practice Elements ◽  
Quasi Experimental ◽  
Students With Ebd

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems experienced by students with EBD is a priority for the field, but there exist implementation challenges in authentic classroom settings. The purpose of this article is to address one implementation barrier by distilling the common practice elements found in evidence-based programs (EBPs) and practices delivered by teachers designed to target the social, emotional, and behavioral problems in young students. We conducted a systematic review of EBPs and early elementary classroom practices that have been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 103 articles employing 68 group ( n = 53 randomized group designs, n = 15 quasi-experimental designs) and 35 single-case designs were identified, and an iterative process was used to identify common practice elements. Twenty-five practice elements were identified and submitted to review by experts. After expert review, 24 practice elements remained. Implications for practice and training as well as future research are discussed.

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.

Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

2020 ◽  
pp. 002246692095868
Author(s):  
Kristi L. Morin ◽  
Ann Sam ◽  
Brianne Tomaszewski ◽  
Victoria Waters ◽  
Samuel L. Odom
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Large Scale ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Learning Modules ◽  
School Based ◽  
Students With Autism ◽  
Selection Of

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

scholarly journals Advancing understanding and identifying strategies for sustaining evidence-based practices: a review of reviews

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Sarah A. Birken ◽  
Emily R. Haines ◽  
Soohyun Hwang ◽  
David A. Chambers ◽  
Alicia C. Bunger ◽  
...  
Keyword(s):  
Theory Model ◽  
Future Research ◽  
Evidence Based ◽  
Potential Contribution ◽  
Evidence Based Practices ◽  
The Past ◽  
Review Of Reviews ◽  
Conceptual Relationships ◽  
Continuous Use ◽  
Cast Analysis

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.

scholarly journals Children’s Internet Use Profiles in Relation to Behavioral Problems in Lithuania, Latvia, and Taiwan

2020 ◽  
Vol 17 (22) ◽  
pp. 8490
Author(s):  
Vilmantė Pakalniškienė ◽  
Roma Jusienė ◽  
Sandra B. Sebre ◽  
Jennifer Chun-Li Wu ◽  
Ilona Laurinaitytė
Keyword(s):  
Behavioral Problems ◽  
Internet Use ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Cross Sectional Study ◽  
Emotional And Behavioral Problems ◽  
Behavioral Difficulties ◽  
Cross Sectional ◽  
Sample Distribution ◽  
High Class

This study explored the profiles of elementary-school-aged children’s Internet use in relation to their emotional and behavioral problems. Participating in this cross-sectional study were 877 child–parent dyads from Latvia, Lithuania, and Taiwan. Children (8–10 years old) provided information on three variables: the amount of time they spent online, frequency of online activities, and knowledge of how to do things online. Latent profile analysis including these three variables provided a four-class solution for child Internet use. A comparison between Latvia, Lithuania, and Taiwan on the percentage of the sample distribution in each class showed that there was no difference between sites for the high class (high ratings on all three variables). The largest differences were for the low and average classes (low and average ratings on all three variables, namely, time online, frequency, and knowledge): the Lithuanian and Taiwanese samples were similar in that a higher percentage of each sample was in the low class, whereas the Latvian sample had children equally distributed between the low class and the average class. Analysis of the data from the entire sample for differences in parent-reported child behavioral difficulties suggested that children in the high class had an elevated level of behavioral problems and compulsive Internet use.

Reducing Low-Value Practices a Functional-Contextual Consideration to Aid in De-Implementation Efforts

2020 ◽  
pp. 082957352097491
Author(s):  
Ryan L. Farmer ◽  
Imad Zaheer ◽  
Gary J. Duhon ◽  
Stephanie Ghazal
Keyword(s):  
Behavior Analysis ◽  
School Psychologists ◽  
Applied Behavior Analysis ◽  
Learning Theory ◽  
Implementation Strategies ◽  
Future Research ◽  
Operant Learning ◽  
Evidence Based ◽  
Evidence Based Practices

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.

scholarly journals Correlation between Motor Coordination Skills and Emotional and Behavioral Difficulties in Children with and without Developmental Coordination Disorder

2020 ◽  
Vol 17 (20) ◽  
pp. 7362
Author(s):  
Kyujin Lee ◽  
Yong Hwan Kim ◽  
Yongho Lee
Keyword(s):  
Behavioral Problems ◽  
Motor Coordination ◽  
Developmental Coordination Disorder ◽  
Assessment System ◽  
Emotional And Behavioral Problems ◽  
Behavioral Difficulties ◽  
Emotional Symptoms ◽  
Personal Adjustment ◽  
Percentile Score ◽  
Coordination Disorder

The purpose of this study was to compare whole factors of emotional and behavioral problems between children with and without developmental coordination disorder (DCD) and investigate the interrelationship between motor coordination skills and emotional and behavioral problems among the children. As a result of screening participants (288 children) based on DSM-5 standard, participants were classified as DCD and typically developing (TD) groups. A total of 60 children (mean age: 8.8 years ± 3.5 months; DCD group n = 30, TD group n = 30) were assessed using the Korean Behavior Assessment System for Children, Second Edition for emotional and behavioral problems. Children with DCD showed significantly poor scores in internalizing problems (p = 0.009), inattention/hyperactivity (p = 0.004), and emotional symptoms index (p = 0.001) among the criteria of emotional problems and in personal adjustment (p = 0.000) among the criteria of behavioral problems. The MABC-2 composite percentile score of participants showed a significant correlation with internalizing problem behavior (r = −0.382, p = 0.003), inattention / hyperactivity disorder (r = −0.409, p = 0.001), emotional symptoms index (r = −0.483, p = 0.000), and personal adjustment (r = 0.474, p < 0.01). Our results validated that children with DCD have more emotional and behavioral difficulties than TD children. Our results revealed that the motor coordination skills have correlated with emotional and behavioral difficulties among children.

Training Teachers to Use Pivotal Response Training With Children With Autism

2011 ◽  
Vol 34 (4) ◽  
pp. 339-349 ◽  
Author(s):  
Jessica Suhrheinrich
Keyword(s):  
Children With Autism ◽  
Future Research ◽  
Evidence Based ◽  
Pivotal Response Training ◽  
Current Investigation ◽  
Evidence Based Practices ◽  
Response Training ◽  
Individual Coaching ◽  
Additional Improvement ◽  
Mastery Criteria

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.

Conclusion and Future Challenges for Improving Human Service Organizations

2018 ◽  
Author(s):  
Anthony L. Hemmelgarn ◽  
Charles Glisson
Keyword(s):  
Human Service ◽  
Human Services ◽  
A Priori ◽  
Extended Period ◽  
Service Organizations ◽  
Future Research ◽  
Specific Information ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Future Challenges

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.

scholarly journals School Counselors’ Attitudes Toward Evidence-Based Practices

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1882369 ◽  
Author(s):  
Patrick R. Mullen ◽  
Helena Stevens ◽  
Nancy Chae
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Grade Level ◽  
Theoretical Orientation ◽  
Behavioral Theory ◽  
Future Research ◽  
Evidence Based ◽  
Related Factors ◽  
Evidence Based Practices ◽  
Cognitive Behavioral Theory

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.

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