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Direct linkVan 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
Download full textChen, Chin-Chih; Sutherland, Kevin S.; Kunemund, Rachel; Sterrett, Brittany; Wilkinson, Sarah; Brown, Christerralyn; Maggin, Daniel M. – Journal of Emotional and Behavioral Disorders, 2021
We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to…
Descriptors: Behavior Problems, Emotional Problems, Special Education, Best Practices
Farmer, Thomas W.; Sutherland, Kevin S.; Talbott, Elizabeth; Brooks, Debbie S.; Norwalk, Kate; Huneke, Michelle – Journal of Emotional and Behavioral Disorders, 2016
We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded.…
Descriptors: Special Education Teachers, Emotional Disturbances, Behavior Disorders, Student Behavior
Farmer, Thomas W.; Sutherland, Kevin S.; Talbott, Elizabeth; Brooks, Debbie S.; Norwalk, Kate; Huneke, Michelle – Grantee Submission, 2016
We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded.…
Descriptors: Special Education Teachers, Emotional Disturbances, Behavior Disorders, Student Behavior
