Domain 13: Effective Interventions

Front 1

What are the assessment methods associated with problem validation and intervention planning?

Back 1

-Using CMB in Problem Solving Model (BP V, Shinn)
-Response to Intervention (RTI)
-BAPS Model

Front 2

Describe using CBM in the Problem Solving Model

Back 2

-Shinn, BP V
-CBM may be used at every stage of problem-solving model (identification, definition, solution, progress monitoring, resolution)

Front 3

What is RTI?

Back 3

Systematic and data-based method for identifying, defining, and resolving students' academic and/or behavioral difficulties.

Front 4

What are the key features of RTI?

Back 4

-Prevention-based model (primary--before any problems exist, secondary--at the first sign of problems, tertiary--reduce effects of problems)
-Includes 3 elements: (1) Effective instruction, (2) Data recording, (3) Systematic review of data to inform instruction

Front 5

Explain the Three-Tier Model of RTI.

Back 5

-Tier 1: Scientifically-based general education instruction with regular screening
-Tier 2: Intensive small-group scientifically-based instruction with regular progress monitoring
-Tier 3: Comprehensive evaluation for special education services using a problem-solving model (IDSPR)

Front 6

What does research on RTI say?

Back 6

-RTI optimizes outcomes for all students
-RTI is not a replacement for all other assessment procedures, but makes educational planning easier

Front 7

What is the BAPS Model?

Back 7

-Steege & Watson (2009)
-Behavior-Analytic Problem-Solving Model
-Used in the identification and description of the contextual variables that contribute to the occurrence of interfering behaviors
-Use following the completion of indirect, direct, descriptive and/or functional assessments
-Allows examination of dynamic relationships among the various variables that support interfering behaviors
-This information is used as the foundation for designing function-based interventions

Front 8

What are the components of the BAPS Model?

Back 8

1. Contextual Variables
2. Antecedent: Discriminative Stimuli
3. Antecedent: UMO
4. Antecedent: CMO
5. Individual Mediating Variables
6. Individual Behavior Deficits
7. Behavior
8. Reinforcing Consequences
9. Parameters of Reinforcement

Front 9

Explain the Contextual Variables component of the BAPS Model

Back 9

Specify the probable context(s) in which the interfering behavior occurs (knowing the context of interfering behaviors allows us to anticipate the possibility of interfering behavior and to provide proactive interventions to prevent its occurrence

Front 10

Explain the Antecedent: Discriminative Stimuli component of the BAPS Model

Back 10

Specify environmental stimuli or events that signal the availability of reinforcement and then occasion interfering behavior (some interfering behaviors are "triggered" by stimuli in the environment; by identifying these stimuli, we can then make modifications in the environment to prevent occurrences of interfering behaviors)

Front 11

Explain the Antecedent: UMO component of the BAPS Model

Back 11

Specify the unlearned stimulus conditions that evokes interfering behavior (Interfering behavior is often triggered by deprivation or presentation of stimuli; by identifying these motivational variables, we can modify the antecedent motivating conditions to reduce the probability of interfering behaviors that result in reinforcement)

Front 12

Explain the Antecedent CMO component of the BAPS Model

Back 12

Specify learned stimulus conditions that evoke interfering behavior (interfering beh often triggered by either deprivation or presentation of specific stimuli; by identifying these motivating variables, we can modify the antecedent conditions to reduce the probability of interfering behaviors that result in reinforcement)

Front 13

Explain the Individual Mediating Variables component of the BAPS Model

Back 13

Specify individual sensitivities or internal states that contribute to interfering behavior (there are some situations in which a student may be particularly sensitive to environmental variables or experience internal states that following interactions with the environment trigger the occurrences of interfering behavior)

Front 14

Explain the Individual Behavior Deficits component of the BAPS Model

Back 14

Specify behavior deficits that contribute to the interfering behavior (vast majority of interfering behaviors are directly related to behavioral deficits; in almost all cases, we are able to re-frame interfering behavior as a behavioral deficit; advocate for FAIR-PAIR model of intervention--it is only "fair" to "pair" a behavior to increase with each interfering behavior we plan to reduce/eliminate)

Front 15

Explain the Behavior component of the BAPS model

Back 15

Identify and operationally define the interfering behavior; consider response and effort (be specific about identifying and describing interfering behavior, may be part of a larger response set; many situations in which may need to analyze each of the behaviors separately)

Front 16

Explain the Reinforcing Consequences component of the BAPS Model

Back 16

Identify the consequences that reinforce interfering behavior (differentiating the specific consequences that reinforce and maintain interfering behaviors is critical to understanding of why these behaviors occur)

Front 17

Explain the Parameters of Reinforcement component of the BAPS Model

Back 17

Process: Identify or estimate schedule of reinforcement, quality of reinforcement, magnitude of reinforcement, timing of reinforcement (understand what we are up against; provides necessary information we need to determine how robust the reinforcing consequence is--the strength of the behavior consequence relationship; we can then use this information to design a more powerful reinforcing consequence to effectively compete with the reinforcement that follows interfering behavior)

Front 18

Explain Caplan's Three-Stage Model of Prevention

Back 18

-Caplan's work (1964) was in the field of crisis work and mental illness, has been applied to school settings
-Primary Prevention: Anticipatory prevention
-Secondary Prevention: Some risk has already occurred
-Tertiary Prevention: Reduce long-term effects

Front 19

What two major studies support methods for documenting whether specific interventions are effective?

Back 19

-Roach & Elliot (BP V)
-Upah (BP-V)

Front 20

Explain Roach & Elliot's (BP V) study regarding BP in facilitating and evaluating intervention integrity.

Back 20

-Characteristics that Facilitate Integrity of Intervention: Acceptability, rate of bx change
Characteristics that Discourage Integrity of Intervention: Complexity, multiple resources, time
-Characteristics that Facilitate Integrity of Interventionist: Level of training, motivation
-Characteristics that Discourage Integrity of Interventionist: Resistance, diversity of students, familiarity with other interventions that address same problem
-Characteristics that Facilitate Integrity of Student: Motivation, cooperation
-Characteristics that Discourage Integrity of Student: Difficulty behavior, severity/duration

Front 21

Explain Upah's (BP V) study regarding BP evaluations of whether specific interventions are effective

Back 21

-Must answer 3 basic questions: (1) Progress monitoring and formative evaluation (is the intervention working?), (2) Treatment integrity (is the intervention being implemented as planned?), (3) Summative Evaluation (did the intervention work?)
-Progress Monitoring: (Shinn, 1989/Carter & Sugai, 1989) CBM, checklists, frequency counts, observations, percentages, permanent products, portfolios, rating scales rubrics, time (duration/latency)
-Formative Evaluation (Kazdin, 1982), 4 visual analysis criteria may be applied: (1) change in mean, (2) change in level, (3) change in trend, (4) latency of change
-Treatment Integrity: A high degree of integrity has an impact on student achievement
-Summative Evaluation: Determines whether intervention was successful

Front 22

What is the Nature of Evidence Needed to Validate that an Intervention is Effective?

Back 22

A. Operationally defined practice and context
B. Evidence (i.e. observational data) that treatment was implemented with fidelity
C. Functional Relationship (independent variable leads to change in dependent variable)
D. Stable baseline for at least 3 data points
E. Dependent variable is an observable, measurable, operationally defined behavior
F. Experimental control (single-subject design)
G. Inter-Observer agreement of at least 80%

Front 23

What are the Ethical Considerations for Selections of Interventions?

Back 23

-Effectiveness & Acceptability
-Ethical Standards
-NASP Principles
-IDEA (2004)
-IEP
-Least-Restrictive Environment

Front 24

Explain Effectiveness & Acceptability in regards to selection of interventions?

Back 24

-Effectiveness: Supported by Empirical Evidence, Costs and Benefits
-Acceptability: Appropriate, fair, reasonable, implemented with fidelity, not in violation of student's rights, realistic

Front 25

Explain Ethical Standards in regards to selection of interventions.

Back 25

-Beneficence & nonmaleficence
-Justice
-Competence and responsibility
-Autonomy/informed consent
-Privacy and confidentiality
-Professional relationships

Front 26

Explain NASP Principles in regards to selection of interventions.

Back 26

Standard II: Progress monitoring and data-based decision making, problem-solving process, evidence-based practices, parental involvement, linking home, community, and school supports.

Front 27

Explain IDEA (2004) in regards to selection of interventions

Back 27

Early intervention services, scientifically-based academic instruction, behavioral interventions, IEP team

Front 28

Explain IEPs in regards to selection of interventions

Back 28

Should contain: Strengths, parent concerns, evaluation results, need for behavioral interventions and supports, present level of performance, measurable goals and objectives, how progress will be measured, special education related services, modifications and supports, participation with non-disabled children, accommodations for assessments, start date, frequency, location, and duration of services, post secondary goals and transition plans.

Front 29

Explain Least Restrictive Environment (LRE) in regards to selection of interventions

Back 29

-Children with disabilities should be educated with nondisabled peers to the maximum extend appropriate, proximity to child's home/neighborhood school
-4-Part Test: (1) Educational benefits in regular classroom vs. special education classroom (2) Nonacademic benefits of interaction with non-disabled peers, (3) Effects of child's presence in regular education classroom, (4) Cost of educating child in regular education classroom

Front 30

What studies were conducted to document effective interventions for academic, behavioral, and emotional difficulties in children?

Back 30

-Response Covariation and Functional Equivalence (Steege, 1998)
-Positive/Negative/Differential Reinforcement
-Response Cost
-High Probability Requests (Mace et al, 1988)
-Self-Management Strategies for ADHD (Shinn, Walker, & Stoner, 2002)
-Functional Communication Training (Carr & Durrand, 1985)

Front 31

Explain the study on Response Covariation and Functional Equivalence.

Back 31

-Steege, 1998
-Proactive methods that results in increase of pro-social behavior and decrease in problem behavior

Front 32

Explain importance of the study of Differential Reinforcement in documenting effective interventions for academic, behavioral, and emotional difficulties in children.

Back 32

-Differential reinforcement of other behavior (DRO)
-Differential reinforcement of low rates of behavior (DRL)
-Differential reinforcement of alternative behavior (DRA)
-Differential reinforcement of incompatible behavior (DRI)

Front 33

When was the term "Direct Instruction" first used and by who?

Back 33

-1968 by Sigfried Engelmann
-DISTAR (Direct Instruction fo Teaching Arithmetic and Reading

Front 34

Explain Direct Instruction

Back 34

-DI=Programs authored by Engelmann (over 100 programs for reading and math)
-DI Models include PD, grouping, scheduling, assessment, motivational procedures, and leadership elements
-di--Teaching techniques similar to DI but not published by Engelmann
-Features of di: High levels of student engagement, academic focus, teacher directed, sequenced and structured materials, clear goals, sufficient time allocated for instruction, extensive content coverage, monitoring student performance, immediate feedback, structured interventions

Front 35

Steps in DI

Back 35

-Specifying objectives
-Devising instructional strategies
-Developing teaching procedures
-Selecting examples
-Sequencing skills
-Providing practice and review

Front 36

Explain Project Follow Through

Back 36

-Late 1960's by Federal Government to evaluate different approaches for economically disadvantaged K-3 students
-6 year project
-DI was found to be most effective method for raising student achievement AND self-esteem

Front 37

Explain findings of National Reading Panel (2000)

Back 37

-Phonemic Awareness: Oral language skill, ability to identify and manipulate individual sounds in words, an understanding that words are made up of combinations of sounds, students who enter first grade with strong PA skills become better readers
-Phonics: Understanding relationship between letters (graphemes) and individual sounds (phonemes)--the goal is to use the alphabetic principle
-Fluency: Ability to read accurately and quickly; bridges gap between word recognition and comprehension
-Vocabulary: Leads to gains in comprehension
-Text Comprehension: Requires prior experience, knowledge, and vocabulary

Front 38

List academic interventions for reading

Back 38

-Repeated Readings (Rashotte & Torgesen, 1985)--Fluency
-Phrase Drill Procedure (O'Shea, 1984)--Fluency
-Story Mapping (Gardill & Jitendra, 1999)--Comprehension
-Silent-e Changes (Florida Center for Reading Research)--Alphabetic Principle
-Word Associations (Beck, McKeown & Kucan, 2002)--Vocabulary

Front 39

List academic interventions for math

Back 39

-Practice, Practice, Practice (Stein et al. 2006)
-Interspersing Easy and Hard (McDonald & Ardoin, 2007)
-Flashcards with Folding in New Items (Shapiro, 2004)
-Cover Copy Compare (Shapiro, 2004)

Front 40

List academic interventions for writing

Back 40

-Planning Your Writing (Englert et al., 1991)
-C-SPACE (MacArthur & Graham, 1993)--Characters, setting, problem, action, conclusion, emotion
-Proofreading Checklist (Graham et al., 2001)

Front 41

List interventions for behavior

Back 41

-Establishing Classroom Expectations (Sugai & Horner, 2002)
-Managing Transition Times
-Self-Monitoring (Piersel, 1985)