Facilitating implementation of low-intensity supports: the importance of professional learning and treatment integrity

Abstract

In this commentary we discuss the importance of professional learning and treatment integrity in the implementation of low-intensity strategies.

Keywords:

• Low-intensity strategies
• professional learning
• tiered systems
• treatment integrity

Additional information

Notes on contributors

Robert Gable

Robert Gable is a professor and eminent scholar in the Department of Communication Disorders & Special Education at Old Dominion University. Prior to joining the special education faculty at ODU, he was on the faculty of special education at Vanderbilt University and the University of Pittsburgh. He has published over 300 peer-referred journal articles, monographs, book chapters, and edited textbooks. Singly, and along with colleagues, he has secured over 56 million dollars of external funding from regional research centers, private foundations, and state and federal agencies. He has served as President of the Council for Children with Behavioral Disorders and on the Executive Board of the International Association of Special Education and Services.

Kathleen Lynne Lane

Kathleen Lynne Lane, Ph.D., BCBA-D, CF-L2 is a Roy A. Roberts Distinguished Professor in the Department of Special Education at the University of Kansas and Associate Vice Chancellor for Research. Her research interests focus on designing, implementing, and evaluating Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention to (a) prevent the development of learning and behavior challenges and (b) respond to existing instances, with an emphasis on systematic screening. She is the co-editor of Remedial and Special Education. Dr. Lane has co-authored or edited 14 books and published 235 refereed journal articles and 56 book chapters.