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Direct linkCommisso, Colleen E.; Gaier, Kelsey; Kern, Lee; Majeika, Caitlyn E.; Van Camp, Alyssa M.; Wehby, Joseph H.; Kelly, Samantha – TEACHING Exceptional Children, 2019
Multi-tiered systems of support are frequently used in school settings because of their efficiency and effectiveness (McIntosh & Goodman, 2016). The rationale for multi-tiered systems of support is to provide early and systematic intervention to all students with increasing intensity of intervention provided as needed (Sugai & Horner,…
Descriptors: Intervention, Positive Behavior Supports, Outcomes of Treatment, Behavior Problems
Download full textMajeika, Caitlyn E.; Van Camp, Alyssa M.; Wehby, Joseph H.; Kern, Lee; Commisso, Colleen E.; Gaier, Kelsey – Journal of Positive Behavior Interventions, 2020
Check-in check-out (CICO) is a widely implemented program aimed at increasing prosocial behavior. Aligned with the logic of Tier 2 supports, CICO has a standard protocol meant to be implemented in a standardized fashion across all students. However, as CICO is not effective for all at-risk students, it is quite common to find researchers…
Descriptors: Positive Behavior Supports, Prosocial Behavior, Program Evaluation, Outcomes of Treatment
State, Talida M.; Harrison, Judith R.; Kern, Lee; Lewis, Timothy J. – Journal of Positive Behavior Interventions, 2017
Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student-teacher…
Descriptors: High School Students, Emotional Problems, Behavior Problems, Intervention
Drogan, Robin R.; Kern, Lee – Topics in Early Childhood Special Education, 2014
A significant number of young children exhibit challenging behaviors in preschool settings. A tiered framework of intervention has documented effectiveness in elementary and secondary schools, and recently has been extended to preschool settings. Although there is emerging research to support the effectiveness of Tier 1 (universal) and Tier 3…
Descriptors: Intervention, Behavior Problems, Preschool Children, Child Development
Bambara, Linda M.; Goh, Ailsa; Kern, Lee; Caskie, Grace – Journal of Positive Behavior Interventions, 2012
Identifying factors perceived to either hinder or support the implementation of individualized positive behavior interventions and supports (IPBIS) is essential for promoting sustainable practice. This survey study examined the extent to which school-based professionals (n = 293) experienced barriers and enablers and examined their perceived level…
Descriptors: Behavior Disorders, Barriers, Program Implementation, Individualized Programs
Kern, Lee; Evans, Steven W.; Lewis, Timothy J. – Education and Treatment of Children, 2011
Recent efforts to improve American educational practices have focused on determining the efficacy of interventions and instructional practices via randomized controlled trials. Aligned with this effort, the Institute for Education Sciences (IES), the primary funding agency for experimental research in education, has organized grant funding into…
Descriptors: Intervention, Educational Practices, Interpersonal Competence, Teaching Methods
