Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 10 |
Since 2006 (last 20 years) | 11 |
Descriptor
Source
Remedial and Special Education | 11 |
Author
McIntosh, Kent | 3 |
Hoselton, Robert | 2 |
Andy J. Frey | 1 |
Berg, Wendy K. | 1 |
Boden, Lauren J. | 1 |
Bohaty, Janet | 1 |
Bradshaw, Catherine P. | 1 |
Brandon Mitchell | 1 |
Brock, Matthew E. | 1 |
Carter, Erik W. | 1 |
Connolly, Jennifer J. G. | 1 |
More ▼ |
Publication Type
Journal Articles | 11 |
Reports - Research | 9 |
Information Analyses | 2 |
Reports - Descriptive | 2 |
Education Level
Audience
Location
Illinois | 3 |
California | 2 |
Arizona | 1 |
Colorado | 1 |
Georgia | 1 |
Indiana | 1 |
Iowa | 1 |
Maryland | 1 |
Minnesota | 1 |
Missouri | 1 |
Oregon | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Stages of Concern… | 1 |
What Works Clearinghouse Rating
Simonsen, Brandi; Freeman, Jennifer; Gambino, Anthony J.; Sears, Sandra; Meyer, Katherine; Hoselton, Robert – Remedial and Special Education, 2022
To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a…
Descriptors: Positive Behavior Supports, Students with Disabilities, Intervention, Discipline
McIntosh, Kent; Lane, Kathleen Lynne – Remedial and Special Education, 2019
In recent years, there has been an increased research focus on developing tools to support the design, installation, and evaluation of tiered systems of support. In this special issue, we focus on research validating freely available tools to (a) measure fidelity of implementation of school-wide positive behavioral interventions and supports…
Descriptors: Positive Behavior Supports, Intervention, Behavior Modification, Measurement
Andy J. Frey; Jason W. Small; Hill M. Walker; Brandon Mitchell; John R. Seeley; Edward G. Feil; Jon Lee; Steven R. Forness – Remedial and Special Education, 2023
Early intervention efforts have been effective in reducing disruptive behaviors and the probability of poor developmental outcomes. Early interventions include common practice elements to improve social functioning and decrease problem behaviors that disrupt the teaching-learning process. The First Step Next intervention has been well validated…
Descriptors: Replication (Evaluation), Randomized Controlled Trials, Early Intervention, Behavior Disorders
Sprague, Jeffrey; Jolivette, Kristine; Boden, Lauren J.; Wang, Eugene – Remedial and Special Education, 2020
In this study, we assessed the feasibility and social validity of an adapted approach to positive behavior interventions and supports (PBIS) implementation in secure juvenile facilities. The authors developed a comprehensive model of facility-wide positive behavior interventions and supports (FW-PBIS) for use in secure juvenile correctional…
Descriptors: Juvenile Justice, Institutionalized Persons, Correctional Institutions, Intervention
Khoury, Caitlin Rasplica; McIntosh, Kent; Hoselton, Robert – Remedial and Special Education, 2019
Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first…
Descriptors: Validity, Fidelity, Program Implementation, Self Evaluation (Individuals)
Pas, Elise T.; Johnson, Stacy R.; Debnam, Katrina J.; Hulleman, Chris S.; Bradshaw, Catherine P. – Remedial and Special Education, 2019
There are several widely used Positive Behavioral Interventions and Supports (PBIS) implementation fidelity measures, including the Schoolwide Evaluation Tool (SET), but there is limited empirical investigation substantiating the association between specific fidelity cut point scores and student outcomes. This article examined different SET cut…
Descriptors: Positive Behavior Supports, Fidelity, Cutting Scores, Outcomes of Education
Massar, Michelle M.; McIntosh, Kent; Mercer, Sterett H. – Remedial and Special Education, 2019
Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to…
Descriptors: Fidelity, Intervention, Program Implementation, Positive Behavior Supports
Schieltz, Kelly M.; Romani, Patrick W.; Wacker, David P.; Suess, Alyssa N.; Huang, Pei; Berg, Wendy K.; Lindgren, Scott D.; Kopelman, Todd G. – Remedial and Special Education, 2018
Functional communication training (FCT) is a widely used and effective function-based treatment for problem behavior. The purpose of this article is to present two cases in which FCT was unsuccessful in reducing the occurrence of problem behavior displayed by two young children with an autism spectrum disorder. Both children received the same…
Descriptors: Training, Communication Skills, Behavior Problems, Young Children
Brock, Matthew E.; Carter, Erik W. – Remedial and Special Education, 2017
Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis…
Descriptors: Meta Analysis, Disabilities, Intervention, Paraprofessional School Personnel
Nelson, J. Ron; Oliver, Regina M.; Hebert, Michael A.; Bohaty, Janet – Remedial and Special Education, 2015
Multi-tiered system of supports represents one of the most significant advancements in improving the outcomes of students for whom typical instruction is not effective. While many practices need to be in place to make multi-tiered systems of support effective, accurate implementation of evidence-based practices by individuals at all tiers is…
Descriptors: Fidelity, Intervention, Self Management, Check Lists
Long, Anna C. J.; Sanetti, Lisa M. Hagermoser; Lark, Catherine R.; Connolly, Jennifer J. G. – Remedial and Special Education, 2018
Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students' return to their community school. Consistently implemented evidence-based classroom management is necessary toward this…
Descriptors: Special Education, Nontraditional Education, Special Schools, Behavior Problems