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Multi-tiered system of supports represents one of the most significant advancements in improving the outcomes of students for whom typical instruction is not effective. While many practices need to be in place to make multi-tiered systems of support effective, accurate implementation of evidence-based practices by individuals at all tiers is critical to obtain student outcomes. Effective strategies to achieve program fidelity are available; however, maintaining program fidelity at the individual level remains elusive. Lessons drawn from medicine indicate strategies to maintain program fidelity should address the implementer. Medical practitioners have used self-monitoring checklists to maintain fidelity with striking results. Research evaluating strategies to maintain program fidelity at the individual level represents an important next step in the field of education. Recommendations for a systematic research agenda focused on self-monitoring checklists are presented. [ABSTRACT FROM AUTHOR]

This study examines the longer term effectiveness of a standard protocol, Tier 2 supplemental vocabulary intervention for kindergarten English learners, designed to develop root word vocabulary knowledge and reinforce beginning word reading skills. Participating students in the original study (n = 93 treatment, 92 control) received 20 weeks of small group instruction from paraeducator tutors during kindergarten. After attrition, students (n = 74 treatment, 66 control) were followed up midyear Grade 1 on English measures of proximal and distal vocabulary as well as word reading. At 6 months postintervention, the treatment benefits were maintained on all three outcomes, and furthermore, there was no evidence to suggest that early receptive vocabulary knowledge moderated longer term treatment effects. Results also showed kindergarten intervention year gains in proximal (i.e., root word) vocabulary uniquely predicted midyear Grade 1 distal vocabulary above and beyond kindergarten gains in distal vocabulary. Implications for English learner early intervention are discussed. [ABSTRACT FROM PUBLISHER]

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 1997 Individual with Disabilities Education Act Amendments require the use of functional behavioral assessment (FBA) and positive behavioral interventions and supports for students with disabilities who are the subject of formal disciplinary actions. FBA has been represented by different terms and associated procedures such as functional analysis, functional assessment, brief functional assessment, and descriptive analysis. However, much of the FBA research has focused on children with severe developmental disorders in clinical settings. In this article, we review the available FBA research conducted with students with high-incidence behavior problems in school settings to examine its utility (i.e., effectiveness), acceptability (i.e., social validity), and practicality (i.e., whether FBA can be conducted by direct service providers in a timely manner). The findings and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Analyzes the effects of a peer-mediated self-evaluation procedure on the recess behavior of students with behavior problems. Facilitation of the generalization of behavioral gains; Differences in the playground behavior of target students and peer partners; Improvements in the recess behavior.

Recent research has examined overall trends in the experimental literature relating to students with emotional disturbance (ED). The current review was conducted to examine both the status of and trends in interventions designed to improve the academic functioning of students with ED, Fifty-five studies were included in the descriptive analysis, which spanned the years from 1975 to 2002, Descriptive dimensions of the research included participant demographics, settings, research designs, and dependent and independent variables. Results indicated (a) complete demographic information, especially race and socioeconomic status, was difficult to ascertain for many of the participants; (b) settings were generally special education classrooms; (c) researchers used predominantly single subject designs; (d) treatment fidelity data were often absent; (e) few studies focused on women and girls or minorities; and (f) there has been a recent decline in both the number and type of studies published, particularly in the areas of self-management and peer tutoring. Limitations of the analysis and future research directions are examined, [ABSTRACT FROM AUTHOR]