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The present study examined the association between college readiness coursework and exclusionary practices at the school level for both Black and White students utilizing a nationally representative sample of schools in the United States. Results showed that as the proportion of Black students engaged in college readiness coursework increased, so too did the proportion of Black students exposed to exclusionary discipline. In contrast, the proportion of White students exposed to exclusionary discipline practices had little association with the proportion of White students’ enrollment in college readiness coursework. We use the phrase pro forma Black student discipline to explain the results, because it conforms to the norm of over-use of discipline practices for Black students. [ABSTRACT FROM AUTHOR]

Given the high prevalence of Tier 2 behavioral intervention use and calls to examine mediation and moderation effects on treatment for children, this study tested the mediation effect of the daily progress report and moderation effects of coach-student, teacher-student, and student-teacher relationships and their interactions for 95 elementary school students who received the Check, Connect, and Expect intervention. The only significant finding was the moderating effect of the student-teacher and teacher-student relationships. A significant interaction between the moderating effects showed that a positive student-teacher relationship showed overall reductions in total problem behavior across an academic year. This result is interpreted as students' perception of a positive relationship with their teacher as critical to the therapeutic mechanism of Tier 2 behavioral interventions. [ABSTRACT FROM AUTHOR]

Elementary students (N = 104) at risk for severe behavior problems or with special education eligibility participated in three validity studies of the daily progress report (DPR) used in a Tier 2 behavioral intervention known as Check, Connect, and Expect (CCE). In Study 1, the relationship between teachers’ ratings of students’ externalizing problem behavior and students’ DPR scores was established. In Study 2, behavior specialists’ use of the DPR to make student treatment decisions in the CCE program was partially validated. The utility of placing students with low DPR percentages into interventions based on functional behavior assessment (FBA) was validated. In Study 3, the treatment duration of 4 weeks above the 75th percentile on the DPR proved to be an efficacious treatment outcome predictor versus 8 weeks duration, which was originally recommended in the CCE protocol. Future implementation of the CCE program would suggest assigning students who meet the 4-week DPR criterion to the self-monitoring phase of the intervention, allowing behavior specialists more time to facilitate individualized FBA-based interventions for students who fail to respond to the basic intervention. [ABSTRACT FROM PUBLISHER]

Two hundred seven students in Grades 1 through 5 who were at risk for severe behavior problems participated in a 2-year study of the effects of the Check, Connect, and Expect (CCE) program. The CCE program combined the essential intervention procedures of the Check & Connect Program and the Behavior Education Program. A stratified random sample of students based on school assignment was used to compare the outcomes of 121 CCE program students with 86 comparison students. Sixty percent of the CCE students (n = 73) graduated from the program and 40% (n = 48) did not. Linear growth analyses of eight different outcome measures found that three standardized problem behavior measures significantly decreased to normative levels for CCE graduates. Social skills and academic measures did not significantly change over time. The discussion focuses on the comparative efficacy of CCE as a targeted intervention for students at risk for severe behavior problems. [ABSTRACT FROM AUTHOR]

Multinomial stepwise logistic regression analyses were used to establish the most robust set of risk factors that would best predict low basic reading skills (i.e., a standard score less than 85 on the Woodcock Reading Mastery Test--Revised Basic Reading Skills cluster) of kindergarten and first-grade children at risk for emotional and behavioral disorders. Results showed that among the 11 risk factor domains considered, four were most predictive of low reading skills: demographic characteristics, childhood maladjustment, family functioning, and maternal depression. Within these four domains, the most robust set of individual risk factors were gender, history of psychiatric hospitalization, abusive to animals, and maternal depression. Results, limitations, and implications are discussed. [ABSTRACT FROM AUTHOR]

Logistic regression analyses were used to establish the most robust set of risk factors that would best predict borderline/clinical levels of problem behavior (i.e., a t score at or above 60 on the Child Behavior Checklist Total Problem scale) of kindergarten and first-grade children at risk for emotional and behavioral disorders. Results showed that among the 11 risk factor domains considered, 5 were most predictive of borderline/clinical levels of problem behavior: externalizing behavior pattern, internalizing behavior pattern, early childhood child maladjustment, family functioning, and maternal depression. Within these 5 domains, the most robust set of individual risk factors were difficult child (i.e., temperament, parent management skills, interaction between temperament and parent management skills), destroys own toys, and maternal depression. Results, limitations, future research, and implications are discussed. [ABSTRACT FROM AUTHOR]

The primary purpose of this study was to assess the effects of contextually-based multiple meaning (i.e., words with multiple meanings) vocabulary instruction on the vocabulary knowledge and reading comprehension of students. Third and 5th grade students received either contextually-based multiple meaning vocabulary instruction embedded in the standard language arts instruction offered to all students over a three-month period or the standard language arts instruction alone (i.e., non-specific treatment). Students who received the contextually-based multiple meaning instruction generally showed statistically and educationally significant gains in their vocabulary knowledge and reading comprehension relative to students who did not. These gains were most evident in reading comprehension. Additionally, students with low initial vocabulary knowledge and reading comprehension achievement tended to show greater gains than those with average to high achievement. These effects were more pronounced in the case of 3rd grade students. The results and limitations are discussed. [ABSTRACT FROM AUTHOR]

Using multimethod-multisource functional behavioral assessment (FBA), 3 students (in kindergarten, first grade, and ninth grade) with behavioral disabilities at risk for change of placement received interventions. Indirect assessments included the Functional Assessment Checklist for Teachers and Staff--Part A & B, the Student-Directed Functional Assessment interview Form, the Teacher (and Student) Functional Behavioral Assessment Checklist, and an Adapted Functional Assessment Interview--Parent Version, Direct assessments included conditional probabilities based on baseline data as well as structural and functional experimental manipulations within classroom settings. There was variability in perceived structure and function derived from indirect assessments, although they were essential in developing experimental manipulations. Convergence between direct assessment methods was found when modal results were examined. All students showed a reduction in problem behavior using interventions derived from the FBA process. However, one student did not evidence a reduction in the general education setting, presumably because the intervention was not implemented with integrity. Limitations to the study highlight the difficulty with conducting FBAs in classroom settings, including treatment integrity. [ABSTRACT FROM AUTHOR]

The authors of this article sought to determine how poor peer social relationships are related to children's future depressive behaviors. They used direct observations of disengagement in a peer social setting, a peer nomination measure of peer affiliates, and teacher reports of depressive behaviors during kindergarten and first grade to model risk for depressive behaviors in the third/fourth grades. Dependable and enduring peer affiliations in kindergarten were significantly negatively associated with a multi-informant construct of depressive behaviors at the higher grade for both girls and boys. Disengagement was positively related to depressive behaviors for girls but not for boys. [ABSTRACT FROM AUTHOR]

This study investigated the effects of an intensive prereading intervention on the beginning reading skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties. Children identified through a systematic screening process were assigned randomly to experimental or nonspecific treatment conditions. Children who received the intensive prereading intervention showed statistically and educationally significant gains in their beginning reading skills relative to their counterparts in the nonspecific treatment condition. In contrast, improvements in teacher ratings of the classroom competence, emotional and behavioral self-control, and self-confidence of children in the experimental and nonspecific treatment conditions were not statistically significant from one another. [ABSTRACT FROM AUTHOR]

Background: Parent training is one of the most effective treatments for young children with conduct problems. However, not every family benefits from this approach and approximately one-third of children remain in the clinical range at follow-up assessments. Little is known about factors affecting treatment outcome for young children. Method: Hierarchical linear modeling methods were used to examine the effects of child attentional risk factors (inattention, impulsivity and hyperactivity problems), parental and familial risk factors upon the efficacy of a parent training program to decrease boys' conduct problems. Mothers of 81 boys, four to seven years of age, exhibiting conduct problems attended a parent training program (The Incredible Years) which lasted 22 to 24 weeks. Treatment effectiveness was assessed at one month and one year post treatment by means of independent home observations, parent and teacher reports. Results: Results indicated significant decreases in observations of mothers' negative parenting interactions with their children and decreases in their conduct problems according to mother reports and independent observations at home. Boys with elevated ratings of attentional problems in addition to conduct problems showed similar benefits from the parent training program as the boys who did not have attentional problems. Conclusion: This study suggests that parent training is equally effective for boys with both conduct problems and attentional problems as it is for boys with conduct problems without these attentional problems. In fact, boys rated in the Borderline or Clinical range for attentional problems evidenced a greater decrease in externalizing behavior problems as rated by their mothers. Surprisingly, the predictor variables of depression, stress, and socioeconomic status were not significant contributors at either initial status or growth over time whether outcomes were measured by child conduct problems or parenting interactions. [ABSTRACT FROM AUTHOR]

Additional analyses of a previously published study addressed three questions about growth in word reading during early reading intervention: (1) How well do Verbal IQ, reading-related language abilities (phonological, rapid naming, and orthographic), and attention ratings predict reading growth? (2) How well do language deficits predict reading growth? and (3) How well does Verbal IQ-word reading discrepancy predict reading growth? Univariate analyses showed that Verbal IQ, phonological skills, orthographic skills, rapid automatized naming (RAN), and attention ratings predicted the response to early intervention, but multivariate analyses based on a combination of predictors for real-word reading and pseudoword reading showed that Verbal IQ was not the best unique predictor. Students with double or triple deficits in language skills (RAN, phonological, and orthographic processing) responded more slowly to early intervention than students without language deficits. Verbal IQ-word reading discrepancy did not predict the response to early intervention in reading. Overall results supported the use of reading-related language and attention measures rather than IQ achievement discrepancy in identifying candidates for early reading intervention. [ABSTRACT FROM AUTHOR]

Abstract. Discriminant and convergent validity of the Teacher Functional Behavior Assessment Checklist (TFBAC) were examined using 89 first- through third-grade students. Students (n = 14) who received three or more TFBACs during a 6-week period differed from the other students (n = 75) on the scale profiles of the Behavioral Assessment System for Children (Reynolds & Kamphaus, 1992, 1998), the Social Skills Rating System (Gresham & Elliott, 1990), the Behavioral and Emotional Rating Scale (Epstein & Sharma, 1998), and a 15-minute classroom behavioral observation, suggesting discriminant validity. Good to excellent agreement was found for teachers' repeated ratings of problem behaviors, suggesting reliable identification of problem behavior. The agreement on problem behavior using teacher ratings and a sequential time-lag analysis was fair. However, agreement between teacher ratings and sequential time-lag analysis was poor for determining the purported function of the problem behaviors. Therefore, there was evidence of convergent validity of problem behaviors, although evidence for the convergent validity of the purported maintaining function of these behaviors was lacking. Results are discussed in terms of increasing the convergent validity of the TFBAC, teacher training in concepts about functional behavioral assessment, the possibility of concurrent functions maintaining problem behaviors, and the use of sequential time-lag analysis with a paper-and-pencil classroom observation methodology. [ABSTRACT FROM AUTHOR]

Focuses on the prediction of student success on a state-mandated performance-based assessment using oral reading fluency (ORF). Use of a growth curve analysis; Correlation between the ORF and Washington Assessment Student Learning measures; Role of school psychologists in informing educators about student progress.

Presents information on a study which analyzed the social information processing of several students with behavioral disorders following assignment to in-school suspension. Insight on the prominent factors regarding the assessment of maladaptive social information processing; Methodology of the study; Results and discussion.

Presents a meta-analysis of studies that used interventions to minimize disruptive classroom behavior in students in public education settings. Behavioral interventions; Cognitive-behavioral interventions; Individual counseling; Parent training; Multimodal interventions.

Provides information on a study examining the effects of three types of in-school suspension programs on disruptive classroom behavior as well as the impact of classroom management techniques on assignment to in-school suspension. Methodology used to conduct the study; Results of the study; Discussion on the results; Conclusion reached.

Making treatment decisions based upon graphed data is important in helping professions. A small amount of research has compared usability between equal-interval and semi-log graphs, but no prior studies have compared different types of semi-log graphs. Using a randomized, cross-over, experimental design with 72 participants, this study examined the relative usability and acceptability of three types of graphs: Regular (equal-interval), Standard Celeration Chart (SCC; semi-log), and Standard Behavior Graph (SBG; semi-log). All participants used each graph across three usability tasks (Plotting Data, Writing Values, and Interpreting Trends). For the Plotting and Writing tasks, the equal-interval graph produced the greatest rate of correct responses. However, for the Interpreting task the SBG produced the greatest rate of corrects, while the equal-interval graph produced the smallest rate. User acceptability mainly favored the equal-interval and SBG graphs. Study findings and implications are discussed with respect to graph usability and acceptability during day-to-day practice. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the extent to which two specific elements of fidelity of implementation (i.e., adherence and quality of delivery) enhanced or constrained the effects of a reading intervention for middle school students experiencing reading difficulties. A total of 281 middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained school staff (n = 21) at three middle schools. Although students receiving the Corrective Reading Decoding strand made statistically significant (p < .001) improvements in their basic reading skills and passage comprehension overall, variations in student gains were found. Overall fidelity of implementation accounted for 22% and 18% of the variance in the gains in basic reading skills and passage comprehension of middle school students with reading difficulties, respectively (p < .05). Two teacher actions, following the lesson format as designed and reteaching lessons when needed, predicted student basic reading and passage comprehension skills above and beyond other teacher actions (p < .05). Results, implications, and limitations are discussed. [ABSTRACT FROM PUBLISHER]

The Self-Assessment and Program Review (SAPR) was developed to provide an assessment tool that schools could use to track their progress in implementing key practices related to all three levels of schoolwide positive behavior supports (SWPBS). The SAPR is a team-based assessment tool, using both individual and team ratings of 10 evidence-based subscales and related indicators, to monitor the implementation of SWPBS practices and assist teams in developing and monitoring plans for school improvement. This article describes the background, development, features, and details of the initial psychometric properties of the measure. The role and function of the SWPBS leadership team were also analyzed for their influence on the assessment and implementation process. Overall, results suggest that the SAPR is both reliable and valid, and it provides a useful and efficient tool to leadership teams interested in assessing their implementation of key SWPBS practices. [ABSTRACT FROM AUTHOR]

As schoolwide positive behavior supports (PBS) become more commonplace in public schools, efficiently and effectively identifying and supporting students who are at risk for school failure has become increasingly important. This descriptive study examines the functioning of 72 students identified as at risk in 3 elementary schools with established PBS systems, using schoolwide screening, rating scale instruments, and office discipline referrals. The students were identified through the use of the Systematic Screening for Behavior Disorders (Walker & Severson, 1992) administered in the fall. School teams matched the identified students to existing supports and tracked their functioning twice monthly. Teachers completed the Social Skills Rating System (Gresham & Elliot, 1990) on each of the students in the following spring. The number of office discipline referrals for each student was monitored, as was the number of students referred to school-based support teams—such as a Student Study Team, a Functional Behavior Assessment Team—and the number of students who qualified for special education that year. Results suggest that students at risk for school failure are best identified by monitoring office discipline referrals and the use of a systematic schoolwide screening process. [ABSTRACT FROM AUTHOR]

Effective intervention delivery requires ongoing assessment to determine whether students are learning at the desired rate. Intervention programs with embedded assessment procedures (i.e., assessment that occurs naturally during the process of delivering intervention) can potentially enhance instructional decisions. However, there is almost no psychometric research on this type of assessment procedure. This study was designed to examine the psychometric characteristics of three types of progress measures that are embedded within a commonly used reading intervention program. Results indicated that generalized gains across different oral reading fluency passages predict concurrent gains on common and comprehensive tests of reading fluency, and that immediate instructional gains measured during instruction were significantly different from zero and thus sensitive to intervention effects. Overall findings suggest that at least some embedded assessment procedures demonstrate predictive validity and that these types of procedures have the potential to assist educators with data-driven instructional decisions about students' responsiveness to intervention. [ABSTRACT FROM AUTHOR]

The Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating eight evidence-based fluency-building instructional strategies into a systematic program that can be feasibly implemented and accessed for free by all educators. This study examined the effects of HELPS when implemented by teachers with low-performing second-grade readers. Findings showed that students receiving HELPS significantly outperformed control group students across five measures of early reading, with effect sizes ranging from medium to large. Previous research indicated positive effects for students receiving HELPS, but this was the first study in which HELPS was implemented by classroom teachers (opposed to research assistants) and solely with low-performing readers. Implications of these findings and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Reading fluency is a critical component of effective reading instruction for students of early elementary age. However, national data suggest that 40% of U.S. fourth-grade students are nonfluent readers. Implementing evidence-based, time-efficient, and procedurally standardized instructional strategies may help address this problem. This study evaluates the efficacy of two such programs designed to supplement a core reading curriculum for all emerging readers: the Great Leaps K-2 Reading Program, which is currently used in schools throughout the United States, and the Helping Early Literacy With Practice Strategies (HELPS) Program, which was developed for the purposes of this study. Each program was implemented with second grade participants, and each program was evaluated against a wait-list control group. Results indicated that students receiving the HELPS Program scored significantly better than students in the control group across several measures of early reading, with effect sizes ranging from medium to large. No other statistically significant differences were found. Implications of these findings are discussed in terms of increasing the use of evidence-based reading practices in schools. [ABSTRACT FROM AUTHOR]

Within 3-tier behavioral models, universal interventions are expected to prevent the onset of problem behavior in a majority of children altogether and to sustain improvements in child outcomes by the selected and indicated interventions. A cohort longitudinal design was used to assess the extent to which a 3-tier model achieves these expected outcomes. The respective universal, selected, and indicated interventions included Behavior and Academic Support and Enhancement, First Step to Success, and MultiSystemic Therapy. A total of 407 children in Grades K-3 from 1 of 4 longitudinal cohorts participated. The results of 2-level linear growth analyses indicate that the 3-tier behavior model achieved the anticipated outcomes with respect to social behavior. The results, limitations, and implications are discussed. [ABSTRACT FROM AUTHOR]

There is growing interest in understanding the factors that influence the academic achievement of students with emotional disturbance (ED). Structural equation modeling was used to test the interrelationships among language skills, externalizing behavior, and academic fluency and their impact on the academic skills of students with ED. Results showed that language skills exerted a significant proximal effect and distal effect on academic skills. The effect of language skills was mediated through academic fluency (path coefficient = .389) but also had a proximal effect on academic skills (path coefficient = .359). However, externalizing behavior failed to have a statistically significant effect on language skills, academic fluency, or academic skills. Overall, fit indices suggested a marginally acceptable fit of the data. Results and implications are discussed. [ABSTRACT FROM AUTHOR]