1,159
Views
7
CrossRef citations to date
0
Altmetric
Original Articles

Primary Prevention Efforts: How Do We Implement and Monitor the Tier 1 Component of Our Comprehensive, Integrated, Three-Tiered (CI3T) Model?

, &

References

  • Bambara, L. M., Nonnemacher, S., & Kern, L. (2009). Sustaining school-based individualized positive behavior support. Journal of Positive Behavior Interventions, 11, 161–176. doi:10.177/1098300708330878
  • Bradshaw, C. P., Barrett, S., & Bloom, J. (2004). The Implementation Phases Inventory (IPI). Baltimore: PBIS Maryland. Retrieved from http://www.pbismaryland.org/forms.htm
  • Brophy, J. E. (2010). Motivating students to learn. New York, NY: Routledge.
  • Bruhn, A., Lane, K. L., & Hirsch, S. (in press). A review of secondary interventions conducted within multi-tiered models of behavioral prevention. Journal of Emotional and Behavioral Disorders.
  • Bruhn, A., Lane, K. L., & Oakes, W. P. (2012). Measuring primary plan treatment integrity of comprehensive, integrated, three-tiered models of prevention (Unpublished manuscript). Vanderbilt University, Nashville, TN.
  • Burns, M. K., Egan, A., M., Kunkel, A. K., McComas, J., Peterson, M. M., Rahn, N. L., & Wilson, J. (2013). Training for generalization and maintenance in RtI implementation: Front-loading for sustainability. Learning Disabilities Research & Practice, 28, 81–88.
  • Cheney, D., & Walker, B. (2003). The BEACONS Project individual positive behavior support Self-Assessment and Program Review. Seattle: University of Washington.
  • Christ, T. J., Riley-Tillman, T. C., Chafouleas, S., & Jaffery, R. (2011). Direct behavior rating: An evaluation of alternative definitions to assess classroom behaviors. School Psychology Review, 40, 181–199.
  • Colorado Department of Education, RTI/PBIS Unit. (2011). RtI implementation rubrics guidebook. Denver, CO: Author.
  • Cooper, J. O., Herron, T. E., & Heward, W. L. (2007). Applied behavioral analysis. Upper Saddle River, NJ: Pearson Education.
  • Drummond, T. (1994). The Student Risk Screening Scale (SRSS). Grants Pass, OR: Josephine County Mental Health Program.
  • Elliott, S. N., & Gresham, F. M. (2007). Social Skills Improvement System: Performance Screening Guides. Bloomington, MN: Pearson Assessments.
  • Fixsen, D. L., Blasé, K. A., Metz, A., & Van Dyke, M. (2013). Statewide implementation of evidence-based programs. Exceptional Children, 79, 213–230.
  • Fixsen, D. L., Blasé, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on Social Work Practice, 19, 531–540.
  • Florida Problem Solving/Reponses to Intervention Project. (2008). Critical Components Checklist. Tampa: Florida Department of Education and University of South Florida.
  • Good, R. H., & Kaminski, R. A. (Eds.) (2002). Dynamic indicators of basic early literacy skills ( 6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Retrieved from http://dibels.uoregon.edu
  • Gresham, F. M., Cook, C. R., Collins, T., Dart. E., Rsetshwane, K., Truelson, E., & Grant, S. (2010). Developing a change-sensitive brief behavior rating scale as a progress monitoring tool for social behavior: An example using the social skills rating system—Teacher form. School Psychology Review, 39, 364–379.
  • Gresham, F. M., & Lopez, M. F. (1996). Social validation: A unifying construct for school-based consultation research and practice. School Psychology Quarterly, 11, 204–227.
  • Hagermoser Sanetti, L. M., & Kratochwill, T. R. (2009). Treatment integrity assessment in the schools: An evaluation of the Treatment Integrity Planning Protocol (TIPP). School Psychology Quarterly, 24, 24–35.
  • Haynes, S. N., Richard, D. C., & Kubany, E. S. (1995). Content validity in psychological assessment: A functional approach to concepts and methods. Psychological Assessment, 7, 238–247.
  • Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The School-wide Evaluation Tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6, 3–12.
  • Kamphaus, R. W., Reynolds, C. R. (2008). Behavior and Emotional Screening System - Bloomington, MN: Pearson.
  • Keller-Margulis, M. A. (2012). Fidelity of implementation framework: A critical need for response to intervention models. Psychology in the Schools, 49, 342–352
  • Kern, L., & State, T. M. (2009). Incorporating choice and preferred activities into classwide instruction. Beyond Behavior, 18, 3–11.
  • Kincaid, D., Childs, K., & George, H. (2005). School-wide benchmarks of quality. ( Unpublished instrument). University of South Florida, Tampa, FL.
  • Lane, K. L., & Beebe-Frankenberger, M. (2004). School-based interventions: The tools you need to succeed. Boston, MA: Pearson Education.
  • Lane, K. L., Kalberg, J. R., Bruhn, A. L., Driscoll, S. A., Wehby, J. H., & Elliott, S. (2009). Assessing social validity of school-wide positive behavior support plans: Evidence for the reliability and structure of the Primary Intervention Rating Scale. School Psychology Review, 38, 135–144.
  • Lane, K. L., Kalberg, J. R., Bruhn, A. L., Mahoney, M. E., & Driscoll, S. A. (2008). Primary prevention programs at the elementary level: Issues of treatment integrity, systematic screening, and reinforcement. Education and Treatment of Children, 31, 465–494.
  • Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York, NY: Guilford Press.
  • Lane, K. L., & Menzies, H. M. (2003). A school-wide intervention with primary and secondary levels of support for elementary students: Outcomes and considerations. Education and Treatment of Children, 26, 431–451.
  • Lane, K. L., & Menzies, H. (2005). Teacher-identified students with and without academic and behavioral concerns: Characteristics and responsiveness to a school-wide intervention. Behavioral Disorders, 31, 65–83.
  • Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
  • Lane, K. L., Menzies, H. M., Kalberg, J. R., & Oakes, W. P. (2012). A comprehensive, integrated three-tier model to meet students’ academic, behavioral, and social needs. APA educational psychology handbook: Application to learning and teaching (Vol. 3, pp. 551–581). Washington, DC: American Psychological Association. doi:10.1037/13275-022
  • Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Systematic screenings of behavior to support instruction: From preschool to high school. New York, NY: Guilford Press.
  • Lane, K. L., Menzies, H. M., Oakes, W. P., Zorigian, K., & Germer, K. A. (in press). Professional development in EBD: What is most effective in supporting teachers? In P. Garner, J. Kauffman, & J. Elliott (Eds.). The handbook of emotional & behavioural difficulties ( 2nd ed., Vol. 24, pp. 251–293). Thousand Oaks, CA: Sage.
  • Lane, K. L., Oakes, W. P., Ennis, R. P., & Hirsch, S. E. (2014). Identifying students for secondary and tertiary prevention efforts: How do we determine which students have tier 2 and tier 3 needs? Preventing School Failure, 58(3), 167–177.
  • Lane, K. L., Oakes, W. P., Jenkins, A., Menzies, H. M., & Kalberg, J. R. (2014). A team-based process for designing comprehensive, integrated, three-tiered (CI3T) models of prevention: How does my school-site leadership team design a CI3T model? Preventing School Failure, 58(3), 129–141.
  • Lane, K. L., Oakes, W. P., & Menzies, H. M. (2010). Systematic screenings to prevent the development of learning and behavior problems: Considerations for practitioners, researchers, and policy makers. Journal of Disabilities Policy Studies, 21, 160–172.
  • Lane, K. L., Robertson, E. J., & Wehby, J. H. (2002). Primary Intervention Rating Scale. (Unpublished rating scale). Vanderbilt University, Nashville, TN.
  • Lane, K. L., Wehby, J., Robertson, E. J., & Rogers, L. (2007). How do different types of high school students respond to positive behavior support programs? Characteristics and responsiveness of teacher-identified students. Journal of Emotional and Behavioral Disorders, 15, 3–20.
  • McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79, 293–311. Retrieved from http://search.proquest.com.proxy. library.vanderbilt.edu/docview/1314483641?accountid=14816
  • McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Matthew, S. (2013). Perceptions of contextual features related to implementation and sustainability of school-wide positive behavior support. Journal of Positive Behavioral Interventions 1, 1–13. doi:10.177/1098300712470723
  • McLaughlin, M. W., & Mitra, D. (2001). Theory-based change and change-based theory: Going deeper, going broader. Journal of Exceptional Change, 2, 301–323. doi:10.1023/A:1014616908334
  • Mitchell, B. M., Stormont, M., & Gage, N. A. (2011) Tier two interventions implemented within the context of a tiered prevention framework. Behavioral Disorders, 36, 241–261.
  • Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008). Are reading and behavior problems risk factors for each other?. Journal of Learning Disabilities, 41, 417–436.
  • National Center for Learning Disabilities. (2011). RTI Action Network: Checklists and forms. Retrieved from http://www.rtinetwork.org/getstarted/checklists-and-forms
  • Nelson, J. R., Benner, G. J., & Gonzalez, J. (2003). Learner characteristics that influence the treatment effectiveness of early literacy interventions: A meta-analytic review. Learning Disabilities Research and Practice, 18, 255–267.
  • Northwest Evaluation Association. (2013). Measures of Academic Progress (MAP). Portland, OR: Author. Retrieved from http://www.nwea.org
  • Oakes, W. P., Mathur, S. R., & Lane, K. L. (2010). Reading interventions for students with challenging behavior: A focus on fluency. Behavioral Disorders, 35, 120–139.
  • Oakes, W. P., Lane, K. L., Cox, M. L., & Messenger, M. (2014). Logistics of behavior screenings: How and why do we conduct behavior screenings at our school? Preventing School Failure, 58(3), 156–166.
  • Partin, T. C., Robertson, R. E., Maggin, D., Oliver, R., & Wehby, J. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure, 54, 172–178
  • Pearson Education. (2008). AIMSweb. Bloomington, IN: NCS Pearson.
  • Reiss, S. (2005). Extrinsic and intrinsic motivation at 30: Unresolved scientific issues. The Behavior Analyst, 28, 1–14.
  • Roach, A. T., & Elliott, S. N. (2008). Best practices in facilitating and evaluating intervention integrity. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology ( 5th ed., pp.195–208). Bethesda, MD: National Association of School Psychologists.
  • Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14, 118–128.
  • Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review 35, 245–259.
  • Sugai, G., Horner, R., & Lewis-Palmer, T. (2002). Team Implementation Checklist. Eugene: University of Oregon, Center for Educational and Community Supports.
  • Sugai, G., Lewis-Palmer, T., Todd, A., & Horner, R. H. (2005). School-wide Evaluation Tool Version 2.1. Eugene: University of Oregon.
  • Thompson, M. T., Marchant, M., Anderson, D., Prater, M. A., & Gibb, G. (2012). Effects of tiered training on general educators’ use of specific praise. Education and Treatment of Children, 35, 521–546.
  • Tomlinson, C. (2005). An educator's guide to differentiating instruction. Boston, MA: Houghton- Mifflin.
  • Umbreit, J., Ferro, J., Liaupsin, C., & Lane, K. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, NJ: Prentice-Hall.
  • Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.), Advances in school psychology (Vol. 4, pp. 251–288). Mahwah, NJ: Erlbaum.
  • Wolf, M. M. (1978). How to be an effective teacher: The first days of school. Mountain View, CA: Wong Publication.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.