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Increasing Opportunities to Respond to Intensify Academic and Behavioral Interventions: A Meta-Analysis
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Van Camp, Alyssa M.; Wehby, Joseph H.; Martin, Brittany Lee N.; Wright, Jessica R.; Sutherland, Kevin S. – School Psychology Review, 2020
Research indicates that intensification in multitiered systems of support (MTSS) can prevent problem behavior and academic deficits from worsening and ensure that students with the most intensive needs receive the most appropriate supports. In MTSS, it is important to consider evidence-based practices that teachers can intensify to improve student…
Descriptors: Intervention, Meta Analysis, Positive Behavior Supports, Behavior Modification
Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School
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Sutherland, Kevin S.; Conroy, Maureen A.; McLeod, Bryce D.; Granger, Kristen; Nemer, Shannon L.; Kunemund, Rachel L.; Johnson, Adrienne; Miles, Chimere – Grantee Submission, 2019
Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns…
Descriptors: Program Effectiveness, Evidence Based Practice, Risk, Student Experience
Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School
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Sutherland, Kevin S.; McLeod, Bryce D.; Granger, Kristen; Nemer, Shannon L.; Kunemund, Rachel L.; Conroy, Maureen A.; Johnson, Adrienne; Miles, Chimere – Elementary School Journal, 2019
Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns…
Descriptors: Program Effectiveness, Evidence Based Practice, Risk, Student Experience
Measuring Implementation of Evidence-Based Programs Targeting Young Children at Risk for Emotional/Behavioral Disorders: Conceptual Issues and Recommendations
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Sutherland, Kevin S.; McLeod, Bryce D.; Conroy, Maureen A.; Cox, Julia R. – Grantee Submission, 2013
Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment…
Descriptors: Program Implementation, Emotional Disturbances, Behavior Disorders, At Risk Persons