An Evaluation of Adaptations Made to Tier 2 Social Skill Training Programs

References

• Alwell, M., & Cobb, B. (2009). Social and communicative interventions and transition outcomes for youth with disabilities: A systematic review. Career Development for Exceptional Individuals, 32(2), 94–107. doi:10.1177/0885728809336657
   Google Scholar
• Anderson, C. M., & Borgmeier, C. (2010). Tier II interventions within the framework of school- wide positive behavior support: Essential features for design, implementation, and maintenance. Behavior Analysis in Practice, 3(1), 33–45. doi:10.1007/BF03391756
   PubMedGoogle Scholar
• Boyd, R. J., & Anderson, C. M. (2013). Breaks are better: A tier II social behavior intervention. Journal of Behavioral Education, 22(4), 348–365.
   Google Scholar
• Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462–473. doi:10.1037/a0012883
   Web of Science ®Google Scholar
• Bruhn, A. L., Lane, K. L., & Hirsch, S. E. (2014). A review of tier 2 interventions conducted within multitiered models of behavioral prevention. Journal of Emotional and Behavioral Disorders, 22(3), 171–189. doi:10.1177/1063426613476092
   Web of Science ®Google Scholar
• Bruhn, A. L., Vogelgesang, K., Fernando, J., & Lugo, W. (2016). Using data to individualize a multicomponent, technology-based self-monitoring intervention. Journal of Special Education Technology, 31(2), 64–76. doi:10.1177/0162643416650024
   Web of Science ®Google Scholar
• Collins, T. A., Gresham, F. M., & Dart, E. H. (2016). The effects of peer-mediated check- in/check-out on the social skills of socially neglected students. Behavior Modification, 40(4), 568–588. https://doi- org.ezproxy.lib.lehigh.edu/10.1177/0145445516643066 doi:10.1177/0145445516643066
   PubMed Web of Science ®Google Scholar
• Council for Exceptional Children. (2014). Council for exceptional children standards in evidence-based practices in special education. Retrieved from https://www.cec.sped.org/∼/media/Images/Standards/CEC%20EBP%20Standards%20cover/CECs%20Evidence%20Based%20Practice%20Standards.pdf.
   Google Scholar
• Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behavior support systems in schools: Functional behavioral assessment. New York, NY: Guilford Publications.
   Google Scholar
• Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363–377. https://doi-org.ezproxy.lib.lehigh.edu/10.1177/019874290603100402.
   Web of Science ®Google Scholar
• Gresham, F.M., & Elliot, S. N. (1990). Social skills rating system manual. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Horner, R. H., Sugai, G., & Anderson, C.M. (2010). Examining the evidence base for school- wide positive behavior support. Focus on Exceptional Children, 42(8), 1–14. doi:10.17161/foec.v42i8.6906
   Web of Science ®Google Scholar
• Iovannone, R., Greenbaum, P. E., Wang, W., Kincaid, D., Dunlap, G., & Strain, P. (2009). Randomized controlled trial of the prevent-teach-reinforce (PTR) tertiary intervention for students with problem behaviors: preliminary outcomes. Journal of Emotional and Behavioral Disorders, 17(4), 213–225. Retrieved from http://search.ebscohost.com.ezproxy.lib.lehigh.edu/login.aspx?direct=true&db=eric&AN=EJ863237&site=ehost-live.
   Web of Science ®Google Scholar
• Kern, L., & Wehby, J. (2014). Using data-based individualization to intensify behavioral interventions: Implementation example. Teaching Exceptional Children, 46(4), 45–53.
   Google Scholar
• Kern, L., McIntosh, K., Commisso, C.E., & Austin, S.C. (in press). Multi-Tiered Systems of Support. In Conroy, M., Sutherland, K., & Farmer, T. (Eds.). Handbook of Research on Emotional & Behavioral Disabilities: Interdisciplinary Developmental Perspectives on Children and Youth. New York: Routledge.
   Google Scholar
• Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28(3), 229–248. Retrieved from http://search.ebscohost.com.ezproxy.lib.lehigh.edu/login.aspx?direct=true&db=eric&AN=EJ672981&site=ehost-live.
   Web of Science ®Google Scholar
• Maag, J. W. (2006). Social skills training for students with emotional and behavioral disorders: A review of reviews. Behavioral Disorders, 32(1), 4–17. doi:10.1177/019874290603200104
   Web of Science ®Google Scholar
• Majeika, C.E., Van Camp, A.M., Wehby, J.H., Kern, L., Commisso, C.E., & Gaier, K. (2019). An evaluation of adaptations made to check-in check-out. Journal of Positive Behavior Interventions, 22(1), 25–37. doi:10.1177/1098300719860131
   Web of Science ®Google Scholar
• Marchant, M. R., Solano, B. R., Fisher, A. K., Caldarella, P., Young, K. R., & Renshaw, T. L. (2007). Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors. Psychology in the Schools, 44(8), 779–794. https://doi-org.ezproxy.lib.lehigh.edu/10.1002/pits.20265. doi:10.1002/pits.20265
   Web of Science ®Google Scholar
• McDaniel, S. C., Bruhn, A. L., & Troughton, L. (2017). A brief social skills intervention to reduce challenging classroom behavior. Journal of Behavioral Education, 26(1), 53–74. doi:10.1007/s10864-016-9259-y
   Web of Science ®Google Scholar
• McIntosh, K., & Goodman, S. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. New York: Guilford Press.
   Google Scholar
• McIntosh, K., Campbell, A. L., Carter, D. R., & Dickey, C. R. (2009). Differential effects of a tier two behavior intervention based on function of problem behavior. Journal of Positive Behavior Interventions, 11(2), 82–93. doi:10.1177/1098300708319127
   Web of Science ®Google Scholar
• Miller, M. A., Fenty, N., Scott, T. M., & Park, K. L. (2011). An examination of social skills instruction in the context of small-group reading. Remedial and Special Education, 32(5), 371–381. Retrieved from http://search.ebscohost.com.ezproxy.lib.lehigh.edu/login.aspx?direct=true&db=eric&AN=EJ938936&site=ehost-live.
   Web of Science ®Google Scholar
• Ross, S. W., & Sabey, C. V. (2015). Check-in check-out + social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246–257. Retrieved from http://search.ebscohost.com.ezproxy.lib.lehigh.edu/login.aspx?direct=true&db=eric&AN=EJ1066923&site=ehost-live.
   Web of Science ®Google Scholar
• Saeki, E., Jimerson, S. R., Earhart, J., Hart, S. R., Renshaw, T., Singh, R. D., & Stewart, K. (2011). Response to intervention (RtI) in the social, emotional, and behavioral domains: Current challenges and emerging possibilities. Contemporary School Psychology, 15, 43–52. Retrieved from http://search.ebscohost.com.ezproxy.lib.lehigh.edu/login.aspx?direct=true&db=eric&AN=EJ934705&site=ehost-live.
   Google Scholar
• Sugai, G., & Horner, R. H. (2010). School-wide positive behavior support: Establishing a continuum of evidence-based practices. Journal of Evidence-Based Practices for Schools, 11, 62–83.
   Google Scholar
• Swoszowski, N. C., McDaniel, S. C., Jolivette, K., & Melius, P. (2013). The effects of tier II check-in/check-out including adaptation for non-responders on the off-task behavior of elementary students in a residental setting. Education and Treatment of Children, 36(3), 63–79.
   Web of Science ®Google Scholar
• Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school- age children and youth. Journal of Emotional and Behavioral Disorders, 4(4), 194–209.
   Web of Science ®Google Scholar
• Wehby, J., & Kern, L. (2014). Intensive behavior intervention: What is it, what is its evidence base, and why do we need to implement now?. Teaching Exceptional Children, 46(4), 38–44.
   Google Scholar