Pub Date : 2020-11-20DOI: 10.1177/0198742920973213
Eryn Y. Van Acker, Elisabeth J. Kane, Nicole Bricko, R. Peterson
This descriptive analysis of policy content examined local school district policies on physical restraint and seclusion in one Midwestern state that did not have state legislation on these topics to determine whether districts had policies and, if so, whether their content included recommended principles from the U.S. Department of Education. No previous research has addressed district policies. A maximum variation sample of 90 districts was examined to determine whether policies were in place, whether recommended principles were included, and whether policies varied based on student enrollment. Although almost all districts had policies, many of the federally recommended principles were not addressed across the sample and less than 10% of the district policies indicated that these procedures should only be used in the case of imminent danger of serious injury to self or others. District enrollment size did not affect policy, but the substance of the policy was determined by the districts’ policy source from advising attorneys.
{"title":"A Study of One State’s School District Physical Restraint and Seclusion Policies","authors":"Eryn Y. Van Acker, Elisabeth J. Kane, Nicole Bricko, R. Peterson","doi":"10.1177/0198742920973213","DOIUrl":"https://doi.org/10.1177/0198742920973213","url":null,"abstract":"This descriptive analysis of policy content examined local school district policies on physical restraint and seclusion in one Midwestern state that did not have state legislation on these topics to determine whether districts had policies and, if so, whether their content included recommended principles from the U.S. Department of Education. No previous research has addressed district policies. A maximum variation sample of 90 districts was examined to determine whether policies were in place, whether recommended principles were included, and whether policies varied based on student enrollment. Although almost all districts had policies, many of the federally recommended principles were not addressed across the sample and less than 10% of the district policies indicated that these procedures should only be used in the case of imminent danger of serious injury to self or others. District enrollment size did not affect policy, but the substance of the policy was determined by the districts’ policy source from advising attorneys.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"40 - 52"},"PeriodicalIF":1.7,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920973213","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42965742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-20DOI: 10.1177/0198742920972107
Kristin Kladis, Leanne S. Hawken, R. O'neill, A. Fischer, Kristen Stokes Fuoco, Breda V. O’Keeffe, Sharlene A. Kiuhara
Check-In Check-Out (CICO) is an evidence-based Tier 2 intervention that has most often been used to support students who exhibit externalizing problem behaviors; however, emerging research suggests that CICO may be effective when extended to students who are engaging in internalizing problem behaviors (CICO-IB). The purpose of this study was to replicate previous research using CICO to support students with internalizing behaviors as well as to extend the research using a standardized Daily Progress Report (DPR) for all students. A multiple baseline design across students was used to examine the effects of CICO-IB on social and academic engagement with four elementary students from an urban U.S. elementary school who were exhibiting internalizing behavior problems (e.g., shyness, social withdrawal). Results indicated that CICO-IB was effective in improving active academic and social engagement for all four students included in the study as measured by both teacher rating on a DPR and direct observation. Overall, the majority of teachers, parents, and students found the intervention socially acceptable. Implications for future research and practice with students who are at risk or exhibiting emotional/behavioral disorders along with limitations are discussed.
{"title":"Effects of Check-In Check-Out on Engagement of Students Demonstrating Internalizing Behaviors in an Elementary School Setting","authors":"Kristin Kladis, Leanne S. Hawken, R. O'neill, A. Fischer, Kristen Stokes Fuoco, Breda V. O’Keeffe, Sharlene A. Kiuhara","doi":"10.1177/0198742920972107","DOIUrl":"https://doi.org/10.1177/0198742920972107","url":null,"abstract":"Check-In Check-Out (CICO) is an evidence-based Tier 2 intervention that has most often been used to support students who exhibit externalizing problem behaviors; however, emerging research suggests that CICO may be effective when extended to students who are engaging in internalizing problem behaviors (CICO-IB). The purpose of this study was to replicate previous research using CICO to support students with internalizing behaviors as well as to extend the research using a standardized Daily Progress Report (DPR) for all students. A multiple baseline design across students was used to examine the effects of CICO-IB on social and academic engagement with four elementary students from an urban U.S. elementary school who were exhibiting internalizing behavior problems (e.g., shyness, social withdrawal). Results indicated that CICO-IB was effective in improving active academic and social engagement for all four students included in the study as measured by both teacher rating on a DPR and direct observation. Overall, the majority of teachers, parents, and students found the intervention socially acceptable. Implications for future research and practice with students who are at risk or exhibiting emotional/behavioral disorders along with limitations are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"83 - 96"},"PeriodicalIF":1.7,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920972107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47433583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-20DOI: 10.1177/0198742920972322
Jason C. Chow, K. Granger, M. Broda, Nicole K. Peterson
The purpose of this study was to better understand the association between teachers’ incoming classroom management skills and end-of-year literacy skills of preschool children with or at risk of emotional and behavioral disorders. Furthermore, we explored the contribution of students’ incoming engagement and communication skills to end-of-year literacy skills. A series of multilevel models revealed that teacher classroom management predicted end-of-year letter sound fluency, but not letter naming fluency, after controlling for other factors. We conclude with a discussion of these preliminary findings and provide suggestions for future research and practice in early intervention settings.
{"title":"Predictive Role of Classroom Management in Literacy Development in Preschool Children at Risk of EBD","authors":"Jason C. Chow, K. Granger, M. Broda, Nicole K. Peterson","doi":"10.1177/0198742920972322","DOIUrl":"https://doi.org/10.1177/0198742920972322","url":null,"abstract":"The purpose of this study was to better understand the association between teachers’ incoming classroom management skills and end-of-year literacy skills of preschool children with or at risk of emotional and behavioral disorders. Furthermore, we explored the contribution of students’ incoming engagement and communication skills to end-of-year literacy skills. A series of multilevel models revealed that teacher classroom management predicted end-of-year letter sound fluency, but not letter naming fluency, after controlling for other factors. We conclude with a discussion of these preliminary findings and provide suggestions for future research and practice in early intervention settings.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"53 - 63"},"PeriodicalIF":1.7,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920972322","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43335317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-13DOI: 10.1177/0198742920969152
Jacqueline N. Huscroft-D’Angelo, Jessica Wery, Jodie Martin, Corey D. Pierce, Lindy Crawford
The Scales for Assessing Emotional Disturbance–Third Edition Rating Scale (SAED-3 RS; Epstein et al.) is a standardized, norm-referenced measure designed to aid in the identification process by providing useful data to professionals determining eligibility of students with an emotional disturbance (ED). Three studies are reported to address the reliability of the SAED-3 RS. Study 1 investigated the internal reliability of the SAED-3 RS using data from a nationally representative sample of 1,430 students and 441 with ED. Study 2 examined interrater reliability between 123 pairs of educators who had worked with the student for at least 2 months. Study 3 assessed the test–retest reliability over a 2-week period to determine stability of the SAED-3 RS. Across all studies, scores collected from the SAED-3 RS were determined to be a reliable, stable for measuring the emotional and behavioral functioning of students. Specifically, the averaged coefficient alpha for internal consistency ranged from .79 to .92 for each subscale and .96 for the composite score; interrater reliability coefficients ranged from .77 to .89 for each subscale and .89 for the composite score, and test–retest reliability coefficients ranged from .79 to .92 for each subscale and .96 for the composite score. Limitations, future research and implications for use of the SAED-3 RS are discussed.
{"title":"The Scales for Assessing Emotional Disturbance–Third Edition: Internal Reliability, Interrater Reliability, and Test–Retest Reliability","authors":"Jacqueline N. Huscroft-D’Angelo, Jessica Wery, Jodie Martin, Corey D. Pierce, Lindy Crawford","doi":"10.1177/0198742920969152","DOIUrl":"https://doi.org/10.1177/0198742920969152","url":null,"abstract":"The Scales for Assessing Emotional Disturbance–Third Edition Rating Scale (SAED-3 RS; Epstein et al.) is a standardized, norm-referenced measure designed to aid in the identification process by providing useful data to professionals determining eligibility of students with an emotional disturbance (ED). Three studies are reported to address the reliability of the SAED-3 RS. Study 1 investigated the internal reliability of the SAED-3 RS using data from a nationally representative sample of 1,430 students and 441 with ED. Study 2 examined interrater reliability between 123 pairs of educators who had worked with the student for at least 2 months. Study 3 assessed the test–retest reliability over a 2-week period to determine stability of the SAED-3 RS. Across all studies, scores collected from the SAED-3 RS were determined to be a reliable, stable for measuring the emotional and behavioral functioning of students. Specifically, the averaged coefficient alpha for internal consistency ranged from .79 to .92 for each subscale and .96 for the composite score; interrater reliability coefficients ranged from .77 to .89 for each subscale and .89 for the composite score, and test–retest reliability coefficients ranged from .79 to .92 for each subscale and .96 for the composite score. Limitations, future research and implications for use of the SAED-3 RS are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"28 - 39"},"PeriodicalIF":1.7,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920969152","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47811941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.1177/0198742920965134
M. P. Dempsey, W. Davis, Peter Forbes, Cathleen Penkoff, S. Gonsoulin, Phillip W. Harris
This article draws on research, policy, legislation, and practice to provide strategies for addressing the reentry needs of youth in the juvenile justice system and reframing the way successful reentry outcomes are conceptualized. Achieving a systemic paradigm shift of this nature requires that researchers, policymakers, and juvenile justice administrators work together to facilitate change. The Council of Juvenile Justice Administrators is leading the combined effort to facilitate reform in this area. This article briefly discusses the state of the juvenile justice system, progress in the field, and remaining challenges facing administrators of juvenile justice facilities, within the context of a changing framework that focuses on a developmental approach to issues of delinquency and emphasizes positive youth outcomes as a more effective measure of reentry.
{"title":"Juvenile Justice Administrator Perspectives: Reframing Reentry Around Positive Youth Outcomes","authors":"M. P. Dempsey, W. Davis, Peter Forbes, Cathleen Penkoff, S. Gonsoulin, Phillip W. Harris","doi":"10.1177/0198742920965134","DOIUrl":"https://doi.org/10.1177/0198742920965134","url":null,"abstract":"This article draws on research, policy, legislation, and practice to provide strategies for addressing the reentry needs of youth in the juvenile justice system and reframing the way successful reentry outcomes are conceptualized. Achieving a systemic paradigm shift of this nature requires that researchers, policymakers, and juvenile justice administrators work together to facilitate change. The Council of Juvenile Justice Administrators is leading the combined effort to facilitate reform in this area. This article briefly discusses the state of the juvenile justice system, progress in the field, and remaining challenges facing administrators of juvenile justice facilities, within the context of a changing framework that focuses on a developmental approach to issues of delinquency and emphasizes positive youth outcomes as a more effective measure of reentry.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"187 - 196"},"PeriodicalIF":1.7,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920965134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44863801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-27DOI: 10.1177/0198742920961341
J. Garwood, Corey Peltier, Tracy E. Sinclair, H. Eisel, J. McKenna, Kimberly J. Vannest
Students with emotional and behavioral disorders (EBDs) could be considered some of the most challenging students to serve in schools. The need for effective interventions for these students is ever-present. To design and implement empirical studies to better inform the field of EBDs, researchers must have a firm understanding of the most up-to-date intervention literature. The purpose of this targeted quantitative synthesis is to create such a knowledge base for the field of EBDs. Results from 55 studies indicate a declining focus on intervention research for students with EBDs in the last 10 years (2010–2019). Of the intervention research available, the quality (40% did not meet What Works Clearinghouse standards) and effectiveness on student outcomes across academic, behavioral, and social skills domains was variable (between-case standardized mean difference [BC-SMD] = 0.13–8.26, Hedges’ g = −0.30 to 1.29). Future directions for the field of EBDs are included.
患有情绪和行为障碍(EBDs)的学生可能被认为是在学校服务的最具挑战性的学生之一。对这些学生进行有效干预的需求始终存在。为了设计和实施实证研究，以更好地为ebd领域提供信息，研究人员必须对最新的干预文献有深入的了解。这种有针对性的定量综合的目的是为ebd领域创建这样一个知识库。55项研究的结果表明，在过去10年(2010-2019年)，对ebd学生的干预研究的关注有所减少。在现有的干预研究中，质量(40%不符合What Works Clearinghouse的标准)和对学生学业、行为和社交技能领域成果的有效性是可变的(案例间标准化平均差[BC-SMD] = 0.13-8.26, Hedges ' g = - 0.30 - 1.29)。展望了ebd领域的未来发展方向。
{"title":"A Quantitative Synthesis of Intervention Research Published in Flagship EBD Journals: 2010 to 2019","authors":"J. Garwood, Corey Peltier, Tracy E. Sinclair, H. Eisel, J. McKenna, Kimberly J. Vannest","doi":"10.1177/0198742920961341","DOIUrl":"https://doi.org/10.1177/0198742920961341","url":null,"abstract":"Students with emotional and behavioral disorders (EBDs) could be considered some of the most challenging students to serve in schools. The need for effective interventions for these students is ever-present. To design and implement empirical studies to better inform the field of EBDs, researchers must have a firm understanding of the most up-to-date intervention literature. The purpose of this targeted quantitative synthesis is to create such a knowledge base for the field of EBDs. Results from 55 studies indicate a declining focus on intervention research for students with EBDs in the last 10 years (2010–2019). Of the intervention research available, the quality (40% did not meet What Works Clearinghouse standards) and effectiveness on student outcomes across academic, behavioral, and social skills domains was variable (between-case standardized mean difference [BC-SMD] = 0.13–8.26, Hedges’ g = −0.30 to 1.29). Future directions for the field of EBDs are included.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"14 - 27"},"PeriodicalIF":1.7,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920961341","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43661425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-26DOI: 10.1177/0198742920961354
Emma Degroote, Mieke Van Houtte
School discipline research has demonstrated that the labeling of student behaviors as requiring disciplinary action is a selective process in which school staff take into account other factors than the characteristics of the behaviors. We argue that school staff react in a disciplinary way to students with negative attitudes toward the educational system. Concretely, we examined if feelings of futility caused students to suffer disciplinary consequences more often. Multilevel analysis was carried out on data of 2,358 students in 28 Ghentian (Belgium) schools that participated in the International Study of City Youth (ISCY). Results indicate that school staff do not react to students’ sense of futility directly by means of disciplinary actions; however, they impose disciplinary actions following disruptive behaviors on students displaying higher feelings of futility more often.
{"title":"Sense of Futility as Subject of Disciplinary Action: Do Students With Negative Attitudes Toward the Educational System Get Disciplined More Often?","authors":"Emma Degroote, Mieke Van Houtte","doi":"10.1177/0198742920961354","DOIUrl":"https://doi.org/10.1177/0198742920961354","url":null,"abstract":"School discipline research has demonstrated that the labeling of student behaviors as requiring disciplinary action is a selective process in which school staff take into account other factors than the characteristics of the behaviors. We argue that school staff react in a disciplinary way to students with negative attitudes toward the educational system. Concretely, we examined if feelings of futility caused students to suffer disciplinary consequences more often. Multilevel analysis was carried out on data of 2,358 students in 28 Ghentian (Belgium) schools that participated in the International Study of City Youth (ISCY). Results indicate that school staff do not react to students’ sense of futility directly by means of disciplinary actions; however, they impose disciplinary actions following disruptive behaviors on students displaying higher feelings of futility more often.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"155 - 165"},"PeriodicalIF":1.7,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920961354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43896963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-26DOI: 10.1177/0198742920961356
Nicholas A. Gage, Antonis Katsiyannis, Kelly M. Carrero, Rhonda D. Miller, Danielle L. Pico
The Latinx population is the largest group of racially and ethnically diverse students in the United States. Although disproportionality in school discipline has been documented for Latinx students, findings related to such disparities have been inconsistent. We examined disciplinary exclusion practices involving students with and without disabilities who are Latinx across the United States using risk ratios (RR) and weighted mixed-effect models. We leveraged data from the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year, which included data from more than 94,000 schools. The CRDC is collected by the U.S. Department of Education’s Office of Civil Rights every 2 years. All U.S. public schools are required to submit data to the CRDC. Results suggest that Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black students. Implications for research and practice are provided.
{"title":"Exploring Disproportionate Discipline for Latinx Students With and Without Disabilities: A National Analysis","authors":"Nicholas A. Gage, Antonis Katsiyannis, Kelly M. Carrero, Rhonda D. Miller, Danielle L. Pico","doi":"10.1177/0198742920961356","DOIUrl":"https://doi.org/10.1177/0198742920961356","url":null,"abstract":"The Latinx population is the largest group of racially and ethnically diverse students in the United States. Although disproportionality in school discipline has been documented for Latinx students, findings related to such disparities have been inconsistent. We examined disciplinary exclusion practices involving students with and without disabilities who are Latinx across the United States using risk ratios (RR) and weighted mixed-effect models. We leveraged data from the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year, which included data from more than 94,000 schools. The CRDC is collected by the U.S. Department of Education’s Office of Civil Rights every 2 years. All U.S. public schools are required to submit data to the CRDC. Results suggest that Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black students. Implications for research and practice are provided.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"3 - 13"},"PeriodicalIF":1.7,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920961356","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48077165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-10DOI: 10.1177/0198742920953497
Manuel Monzalve, R. Horner
The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a functional relation between introduction of the Contextual Fit Enhancement Protocol, an intervention designed to improve contextual fit, and (a) an increase in fidelity of support plan implementation and (b) improved student behavior. Results indicate that following implementation of the Contextual Fit Enhancement Protocol, support plan implementation fidelity increased and student problem behavior decreased. In addition, teachers participating in the study rated the contextual fit intervention process as effective and efficient. Limitations and implications for future research, practice, and training are discussed.
{"title":"The Impact of the Contextual Fit Enhancement Protocol on Behavior Support Plan Fidelity and Student Behavior","authors":"Manuel Monzalve, R. Horner","doi":"10.1177/0198742920953497","DOIUrl":"https://doi.org/10.1177/0198742920953497","url":null,"abstract":"The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a functional relation between introduction of the Contextual Fit Enhancement Protocol, an intervention designed to improve contextual fit, and (a) an increase in fidelity of support plan implementation and (b) improved student behavior. Results indicate that following implementation of the Contextual Fit Enhancement Protocol, support plan implementation fidelity increased and student problem behavior decreased. In addition, teachers participating in the study rated the contextual fit intervention process as effective and efficient. Limitations and implications for future research, practice, and training are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"267 - 278"},"PeriodicalIF":1.7,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920953497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49070730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.1177/0198742920944850
Catherine P. Bradshaw, Katrina J. Debnam, Daniel W. Player, Brooks Bowden, S. Lindstrom Johnson
This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.
{"title":"A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs","authors":"Catherine P. Bradshaw, Katrina J. Debnam, Daniel W. Player, Brooks Bowden, S. Lindstrom Johnson","doi":"10.1177/0198742920944850","DOIUrl":"https://doi.org/10.1177/0198742920944850","url":null,"abstract":"This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"174 - 186"},"PeriodicalIF":1.7,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920944850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47399827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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