We report findings from a statewide survey of 365 site-level administrators developed to (a) learn about the extent to which schools across the state were implementing components of multi-tiered systems of support and (b) determine the areas in which these schools might need professional development or resources to support them. At least half of…

In this article, we describe a systematic approach to designing, implementing, and evaluating functional assessment-based interventions developed by Umbreit, Ferro, Liaupsin, and Lane (2007), implemented in a job-share classroom with two first-grade students. One student was at risk for emotional and behavioral disorders (EBD) according to…

The authors examined the utility of a modified version of the "Systematic Screening for Behavior Disorders" for use at the high school level to address issues of comorbidity. Results suggested that the modified version was able to discriminate among students with varying degrees of risk in terms of academic performance as measured by…

This study provides initial evidence for the reliability and structural validity of scores from the Primary Intervention Rating Scale (Lane, Robertson, & Wehby, 2002), an adapted version of the Intervention Rating Profile-15 (Witt & Elliott, 1985) designed to assess faculty's perceptions of social validity of primary prevention plans prior…

A range of interventions exist to prevent and respond to disruptive classroom behavior. This study documents the efficacy of a function-based intervention conducted using a multiple baseline across settings design. Despite moderately variable levels of treatment fidelity, results suggest a functional relation between the introduction of a package…