122 Articles
Medium 9781475837575


Journal of Evidence-Based Practices for Schools Rowman & Littlefield Publishers ePub

Invited Paper

Applying Implementation Science to the Development of a Self-Regulation Intervention for Students with Significant Behavior Problems

A Proactive Approach

Donna Spencer Pitts

Michelle M. Cumming

Ann P. Daunic

Alyssa L. Scafidi

Stephen W. Smith

Kristen M. O’Brien

Courtney E. Allen

ABSTRACT: The effective use of evidence-based practices in educational settings is an ongoing concern, and there is growing consensus that desired outcomes are achieved only when programs are implemented thoughtfully and thoroughly. To encourage the integration of research findings into interventions that are feasible and usable within authentic settings, researchers in the field of implementation science have identified key drivers that promote effective implementation. We assert that educational researchers must incorporate core components of implementation science as they develop interventions and not just at the implementation stage. In this article, we provide an account about developing and piloting a self-regulatory intervention for adolescents with emotional and behavioral disorders, through the lens of implementation science. We introduce the intervention, outline the implementation framework that guided our development work, provide examples of barriers encountered, and discuss how we used implementation drivers to analyze and make adjustments to the curriculum for successful delivery.

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Medium 9781475837575


Journal of Evidence-Based Practices for Schools Rowman & Littlefield Publishers ePub

A Review of Interventions to Increase Behavior-Specific Praise

Andrew Markelz

Mary Catherine Scheeler

Jonte C. Taylor

Paul J. Riccomini

ABSTRACT: Classroom management is important for student achievement and teachers’ well-being. Research supports behavior-specific praise (BSP) as an evidence-based practice of classroom management, however, its reliable use by teachers remains elusive. A literature review was conducted to identify interventions designed to increase teachers’ use of BSP and the effects of mastery training on maintenance results. Twenty empirical studies, involving special-education and general-education teachers, were analyzed. Findings identify training, performance feedback, self-monitoring, and tactile prompting as interventions to increase teachers’ use of BSP. Participants who were trained to mastery demonstrated higher and more stable BSP rates during maintenance. Results suggest interventions countered suppressing contingencies of BSP such as insufficient opportunities to practice, lack of reinforcement, and cognitive overload.

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Medium 9781475837575


Journal of Evidence-Based Practices for Schools Rowman & Littlefield Publishers ePub

Effects of a Modified Daily Progress Report for Check In/Check Out at the Elementary Level

Courtney A. Dexter

Kathy L. Ruhl

Douglas D. Dexter

ABSTRACT: In an effort to examine a way to modify check in/check out (CICO) to enhance effectiveness, the current study assessed changes to the daily progress report (DPR) component. A multiple-baseline-across-participants design was used, with three sets of student/teacher pairs in an elementary school, to examine how modifying the DPR to reflect specific, positively worded, operationalized behaviors impacts the DPR as a visual prompt for student behavior and teacher feedback. Results indicate all teachers demonstrated increased levels of behavior-specific feedback, with three demonstrating an improved affirmative to corrective feedback ratio. All students demonstrated a reduction in problem behaviors and increased exhibition of prosocial behaviors. Furthermore, students and teachers rated the modified DPR as effective and easy to use. Implications for practice and implementation guidelines are also discussed in this article.

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Medium 9781475837575


Journal of Evidence-Based Practices for Schools Rowman & Littlefield Publishers ePub

Effects of Classwide Interventions on Computational Fluency

A Synthesis of the Literature

Lauren E. Cozad

Paul J. Riccomini

ABSTRACT: Learning and applying mathematics requires a seamless blend of critical knowledge of concepts, vocabulary, procedures, computation, and problem solving. Students with mathematics difficulties struggle early and often with many of these ideas, but frequently experience difficulty developing computational fluency. Mathematics classrooms are becoming more and more diverse, often requiring teachers to implement interventions with many students. Classwide intervention (e.g., programs that allow differentiation for an entire class of students) is one avenue by which students are able to acquire, increase, and maintain fluency. The body of research on classwide interventions targeting computational fluency is reviewed. Findings indicate that classwide interventions are effective in increasing computational fluency among students both with and without mathematics difficulties. Implications for practice and future research are presented.

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Medium 9781475837575


Journal of Evidence-Based Practices for Schools Rowman & Littlefield Publishers ePub

Reading and Understanding Informational Text Using the Listen-Reread-Adapt and Answer-Comprehend (LRAAC) Intervention

Is Fluency Enough?

Christine E. Neddenriep

Natalie D. Rose

Kali J. Olson

Shawna P. Loniello

Celine M. Santos

Stephanie L. Koenigsman

Jenna M. Mathew

ABSTRACT: How can students’ understanding of informational text be improved? Is fluency alone sufficient to improve their comprehension of informational text? The Listen-Reread-Adapt and Answer-Comprehend (LRAAC) intervention combines a repeated readings intervention with listening passage preview as well as a question-generation intervention to improve students’ reading fluency and comprehension of informational text. Three third-grade students were included in the intervention. Using a multiple-baseline design across participants, the effects of the fluency intervention were evaluated alone and then in combination with the comprehension intervention on participants’ number of words read correctly per minute and the percentage of the passage the participants comprehended per minute. A functional relation was established between the participants’ increased fluency and the implementation of the repeated readings intervention with listening passage preview. With the addition of the question-generation intervention, participants demonstrated improved understanding of informational text as well. In addition, students reported satisfaction with the intervention indicating that they learned strategies that were helpful and useful to them in the classroom. Limitations and implications for practice with regard to the use of the LRAAC intervention are discussed.

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