Citation (2022), "Prelims", Tankersley, M., Cook, B.G. and Landrum, T.J. (Ed.) Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities (Advances in Learning and Behavioral Disabilities, Vol. 32), Emerald Publishing Limited, Bingley, pp. i-xii. https://doi.org/10.1108/S0735-004X20220000032012
There is an urgent need to aid in what will be an ongoing educational recovery in the wake of the COVID-19 pandemic. One avenue for supporting students with and at-risk for emotional and behavioral disorders (e.g., internalizing and externalizing behaviors) is implementation of tiered systems, which emphasize evidence-based practices to prevent and respond to academic, behavioral, and social and emotional well-being needs. We conducted this study to quantify cross-sectional differences between the academic years before (prepandemic: 2018–2019 and 2019–2020) and immediately following the pandemic onset (after-pandemic onset: 2021–2022) in students’ levels of internalizing and externalizing behaviors and referrals for special education eligibility determination. We analyzed data from the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) and district-provided special education data from 22 elementary schools collected as part of regular practices. Schools were from two midwestern districts implementing an integrated tiered system of support—the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention—district-wide. Results indicated some statistically significant but very small-magnitude differences in internalizing and externalizing behaviors relative to the pandemic with few exceptions (e.g., fall externalizing scores slightly lower in fall after the pandemic onset). Effect sizes suggested students with disabilities and students of color were very similar and did not indicate differential pandemic impact. We discussed limitations, which centered primarily on issues of generalizability, and encouraged other researchers to examine shifts in student performance in other locales, in schools not yet implementing tiered systems, and in subsequent years following the pandemic onset.
Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.
Educators across the United States have designed and implemented Comprehensive, Integrated, Three-tiered (Ci3T) models to meet K–12 students’ academic, behavioral, and social and emotional well-being needs. As part of implementation efforts, educators collect and use social validity and treatment integrity data to capture faculty and staff views of the plan’s goals, procedures, and outcomes and the degree to which the plan is implemented as designed (e.g., procedures for teaching, reinforcing, and monitoring). In this study, we re-examined the relation between social validity and treatment integrity utilizing hierarchical linear modeling with extant data from a research partnership across 27 schools in five midwestern districts. Findings suggested an educator’s fall and spring social validity score on the Primary Intervention Rating Scale (PIRS) predicted their treatment integrity scores on the Ci3T Treatment Integrity: Teacher Self-Report (CI3T TI: TSR) in the same timepoint. Schoolwide average fall PIRS scores also statistically significantly predicted spring Ci3T TI: TSR scores. Results suggested schoolwide context is important for sustained implementation of Tier 1 procedures during the first year. Findings demonstrate the complex nature of implementing a schoolwide plan, involving each individual’s behavior while also relying on others to facilitate implementation. We discuss limitations and future directions.
There are many integrated Multi-tiered Systems of Support (iMTSS), which we refer to as integrated-tiered systems. These systems hold benefits for students with disabilities, as such systems have the potential to facilitate inclusion and focus the collective expertise of educators committed to meeting students’ multiple needs. The Comprehensive, Integrated Three-Tiered (Ci3T) prevention model was designed to meet student’s academic, behavioral, and social and emotional well-being needs within one integrated system. Using lessons learned over decades of research, we present a step-by-step approach to building educators’ capacity to implement integrated tiered systems through data-informed professional learning. We illustrate how school leaders can use this approach to onboard new faculty, plan coordinated ongoing professional learning for all educators, and facilitate the use of data to inform instruction—all of which are intertwined through the design, implementation, and evaluation of Ci3T models.
In this article, we introduce active supervision as a simple, feasible strategy for teachers and families to increase student engagement as well as decrease off-task and disruptive behaviors across a range of contexts. We provide step-by-step guidance to illustrate how active supervision can be used by teachers in in-person and virtual learning environments as well as how families can incorporate active supervision into daily routines at home.
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