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2 results

  • 7 - Helping Teachers Use Progress Monitoring Data for Intervention Decisions

  • from Part II - Teacher- and System-Level Interventions
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 102-119

  • Summary

    Progress monitoring is an important part of any prevention and intervention model. The data can be used not only to evaluate whether the intervention is working, but also to suggest potential modifications to the intervention. This chapter defines progress monitoring, and presents data-based decision making, formative evaluation, and psychometric theory as the foundations for it. We also discuss the role of general outcome measures and subskill mastery measures in light of the last 25 years of research. Finally, the chapter discusses the role that progress monitoring has in a prevention model by providing an overview of decision-making models and how the data can be used to intensify interventions.

  • Chapter 19 - Key Features of Promoting Collaborative Dialogue in the Classroom

  • from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
  • Edited by Barbara Kelly, University of Strathclyde, Daniel F. Perkins, Pennsylvania State University
  • Book:
    Handbook of Implementation Science for Psychology in Education
    Published online:
    05 November 2012
    Print publication:
    20 August 2012, pp 333-345

  • Summary

    This chapter provides an overview of positive behavior support (PBS) as an approach for addressing the challenging behaviors of children with autism. PBS is based largely on the principles and procedures of applied behavior analysis. The chapter begins by describing autism and PBS. It introduces a comprehensive, multilayered model for preventing and intervening with challenging behaviors. The chapter discusses five issues that are important for any consideration of prevention and intervention regarding challenging behaviors of young children with autism spectrum disorder (ASD). The guidelines and recommendations are based on collective experiences of the authors in implementing strategies designed to improve outcomes for children and their families. The five categories of implementation guidelines include: need to focus on family systems and family support; need for a collaborative approach and contextual fit; need for longitudinal perspective; issues concerning dosage, intensity, and engagement; and data-based decision making and accountability.