1
|
Berdeaux KL, Lerman DC, Williams SD. Effects of environmental distractions on teachers' procedural integrity with three function-based treatments. J Appl Behav Anal 2022; 55:832-850. [PMID: 35377494 DOI: 10.1002/jaba.918] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 02/23/2022] [Indexed: 11/08/2022]
Abstract
Past research has demonstrated the effectiveness of teacher-implemented, function-based treatments for problem behavior, but no studies have evaluated the impact of distractions on teachers' procedural integrity. In this proof-of-concept study, the experimenters employed a laboratory analog to examine the impact of distractions on levels of integrity when 5 teachers implemented 3 different treatments. Although integrity was similar across treatments when the setting was free of distractions, integrity declined for all teachers in the presence of student-driven distractions. In general, distractions had a greater impact on the integrity of differential negative reinforcement of alternative behavior (DNRA) compared to differential negative reinforcement of other behavior (DNRO) and noncontingent escape (NCE), particularly for the delivery of reinforcement. However, teachers tended to have lower levels of integrity when responding to problem behavior during DNRO. These findings support the potential viability of this approach for studying factors that impede procedural integrity in the classroom.
Collapse
Affiliation(s)
- Kally L Berdeaux
- Department of Clinical, Health, and Applied Sciences, University of Houston, Clear Lake
| | - Dorothea C Lerman
- Department of Clinical, Health, and Applied Sciences, University of Houston, Clear Lake
| | | |
Collapse
|
2
|
Roberts ML, Marshall J, Nelson JR, Albers CA. Curriculum-Based Assessment Procedures Embedded within Functional Behavioral Assessments: Identifying Escape-Motivated Behaviors in a General Education Classroom. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2001.12086115] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
3
|
|
4
|
Asmus JM, Franzese JC, Conroy MA, Dozier CL. Clarifying Functional Analysis Outcomes for Disruptive Behaviors by Controlling Consequence Delivery for Stereotypy. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2003.12086225] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
5
|
Sterling-Turner HE, Robinson SL, Wilczynski SM. Functional Assessment of Distracting and Disruptive Behaviors in the School Setting. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2001.12086110] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
6
|
Gresham FM. Current Status and Future Directions of School-Based Behavioral Interventions. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2004.12086252] [Citation(s) in RCA: 72] [Impact Index Per Article: 14.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
7
|
Hoff KE, Ervin RA, Friman PC. Refining Functional Behavioral Assessment: Analyzing the Separate and Combined Effects of Hypothesized Controlling Variables During Ongoing Classroom Routines. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2005.12086274] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
8
|
Jones KM, Wickstrom KF. Done in Sixty Seconds: Further Analysis of the Brief Assessment Model for Academic Problems. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2002.12086174] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
9
|
Samudre MD, Ackerman KB, Allday RA. A Systematic Review of General Educator Training With Functional Behavior Assessments. JOURNAL OF DISABILITY POLICY STUDIES 2019. [DOI: 10.1177/1044207319869938] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Functional behavior assessment is a process that should have precedence in addressing behaviors that impact a student’s learning or the learning of others. A rigorous, comprehensive, and beneficial functional behavior assessment requires involvement from multiple school personnel who may have frequent contact with the student, such as general educators. However, general educators are often not trained to participate in the process. This review of the literature was conducted to identify training practices that have been used with general educators to conduct elements of a functional behavior assessment or implement interventions linked to findings from the assessment. The methodological rigor and evidence of effectiveness of studies that met inclusion criteria were evaluated using What Works Clearinghouse guidelines. Commonalities between training practices are provided. The number of studies that met criteria to be included in this review is limited and presents variable findings, but should draw attention to the need for empirically supported training packages aimed at preparing general educators to participate in the process. Doing so can help promote a school’s legal and humanistic obligation to meeting the unique needs of students who engage in problematic behavior.
Collapse
|
10
|
Dart EH, Radley KC, Mason BA, Allen JP. Addressing escape-maintained behavior for students with developmental disabilities: A systematic review of school-based interventions. PSYCHOLOGY IN THE SCHOOLS 2018. [DOI: 10.1002/pits.22108] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
|
11
|
Dufrene BA, Kazmerski JS, Labrot Z. THE CURRENT STATUS OF INDIRECT FUNCTIONAL ASSESSMENT INSTRUMENTS. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22006] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
12
|
Wills H, Kamps D, Fleming K, Hansen B. Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial. EXCEPTIONAL CHILDREN 2016; 83:58-76. [PMID: 34267402 PMCID: PMC8279112 DOI: 10.1177/0014402916658658] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Schools continue to strive for the use of evidenced-based interventions and policies to foster well-managed classrooms that promote improved student outcomes. The present study examined the effects of the Class-Wide Function-related Intervention Teams (CW-FIT), a group contingency intervention, on the on-task and disruptive behavior of elementary school students with or at risk for emotional behavior disorders (EBD). Seventeen elementary schools, 159 general education teachers, and 313 students participated in the randomized-control group design study. Fidelity of implementation was strong for intervention group teachers and was measured across groups and throughout baseline conditions. Results suggest that CW-FIT can be used to increase on-task behavior and reduce the disruptive behavior of students with or at risk for EBD. In addition, teachers in intervention classes increased praise and reduced reprimands to individual students and along with their students, reported high levels of consumer satisfaction.
Collapse
|
13
|
Kwak MM, Ervin RA, Anderson MZ, Austin J. Agreement of Function Across Methods Used in School-Based Functional Assessment With Preadolescent and Adolescent Students. Behav Modif 2016; 28:375-401. [PMID: 15104868 DOI: 10.1177/0145445503258990] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
As we begin to apply functional assessment procedures in mainstream educational settings, there is a need to explore options for identifying behavior function that are not only effective but efficient and practical for school personnel to employ. Attempts to simplify the functional assessment process are evidenced by the development of informant assessment measures (e.g., interviews, rating scales). In this study, the agreement (i.e., on relative rankings and primary function) across sources of information regarding behavior function was examined for 19 students in a middle school setting. These measures included teacher ratings, student ratings, student interviews, observer ratings, and conditional probabilities. In addition, for 1 student, whether information obtained through these sources was consistent with that obtained through a brief analog analysis of function was examined. Results indicated low agreement regarding rank order of behavior function and on primary function across all sources of information.
Collapse
|
14
|
Kamps D, Wills H, Bannister HD, Heitzman-Powell L, Kottwitz E, Hansen B, Fleming K. Class-Wide Function-Related Intervention Teams "CW-FIT" Efficacy Trial Outcomes. JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS 2015; 17:134-145. [PMID: 26279616 PMCID: PMC4532396 DOI: 10.1177/1098300714565244] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The purpose of the study was to determine the efficacy of the Class-wide Function-related Intervention Teams (CW-FIT) program for improving students' on-task behavior, and increasing teacher recognition of appropriate behavior. The intervention is a group contingency classroom management program consisting of teaching and reinforcing appropriate behaviors (i.e., getting the teacher's attention, following directions, and ignoring inappropriate behaviors of peers). Seventeen elementary schools, the majority in urban and culturally diverse communities, participated in a randomized trial with 86 teachers (classrooms) assigned to CW-FIT, and 73 teachers (classrooms) assigned to the comparison group. Class-wide student on-task behavior improved over baseline levels in the intervention classes. Teachers were able to implement the intervention with high fidelity overall, as observed in adherence to 96% of the fidelity criteria on average. Teacher praise and attention to appropriate behaviors increased, and reprimands decreased. These effects were replicated in new classrooms each of the 4 years of the study, and for all years combined.
Collapse
Affiliation(s)
- Debra Kamps
- University of Kansas, Juniper Gardens Children’s Project, 444 Minnesota Avenue, Kansas City, KS 66101
| | - Howard Wills
- University of Kansas, Juniper Gardens Children’s Project, 444 Minnesota Avenue, Kansas City, KS 66101
| | - Harriett Dawson Bannister
- University of Kansas, Juniper Gardens Children’s Project, 444 Minnesota Avenue, Kansas City, KS 66101
| | - Linda Heitzman-Powell
- University of Kansas Medical Center, Center for Child Health and Development 3901 Rainbow Blvd, Kansas City, KS 66160
| | - Esther Kottwitz
- Kansas City KS Public Schools, 2010 N. 59Street, Kansas City, KS 66104
| | - Blake Hansen
- Brigham Young University, Office340-C, McKay School of Education, Provo, UT 84602
| | - Kandace Fleming
- University of Kansas, Life Span Institute, Dole Building, Lawrence, KS 66045
| |
Collapse
|
15
|
McKenney ELW, Waldron N, Conroy M. The Effects of Training and Performance Feedback During Behavioral Consultation on General Education Middle School Teachers' Integrity to Functional Analysis Procedures. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2013. [DOI: 10.1080/10474412.2013.757152] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|
16
|
Poole VY, Dufrene BA, Sterling HE, Tingstrom DH, Hardy CM. Classwide Functional Analysis and Treatment of Preschoolers’ Disruptive Behavior. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2012. [DOI: 10.1080/15377903.2012.669744] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
|
17
|
Vance MJ, Gresham FM, Dart EH. Relative Effectiveness of DRO and Self-Monitoring in a General Education Classroom. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2012. [DOI: 10.1080/15377903.2012.643758] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
|
18
|
Campbell A, Anderson CM. Check-in/check-out: a systematic evaluation and component analysis. J Appl Behav Anal 2011; 44:315-26. [PMID: 21709787 DOI: 10.1901/jaba.2011.44-315] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2010] [Accepted: 07/20/2010] [Indexed: 10/15/2022]
Abstract
Tier 2 interventions are implemented similarly across students and thus serve as an efficient and cost-effective method of behavior support in school settings. Check-in/check-out is a Tier 2 intervention with documented effectiveness (e.g., Hawken & Horner, 2003; Todd, Campbell, Meyer, & Horner, 2008). Key features of the intervention include brief morning and afternoon meetings with the intervention coordinator, use of a point card on which the teacher monitors student behavior, and teacher feedback at predetermined times. The present study sought to add to the literature by examining the relative contributions of the teacher-feedback components of check-in/check-out via the use of a component analysis. Working with 4 children in a general education setting, we first evaluated the effectiveness of the procedure using reversal designs. Next, we systematically removed teacher-feedback components to assess effects on problem behavior and academic engagement. For 3 of 4 participants, we were able to remove all teacher-feedback sessions and the point card; for the 4th participant, we removed only 2 of 3 teacher-feedback sessions due to time constraints.
Collapse
|
19
|
Bloom SE, Iwata BA, Fritz JN, Roscoe EM, Carreau AB. Classroom application of a trial-based functional analysis. J Appl Behav Anal 2011; 44:19-31. [PMID: 21541140 DOI: 10.1901/jaba.2011.44-19] [Citation(s) in RCA: 75] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2008] [Accepted: 05/23/2010] [Indexed: 10/17/2022]
Abstract
We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional functional analyses. Outcomes of both assessments showed correspondence in 6 of the 10 cases and partial correspondence in a 7th case. Results of the standard functional analysis suggested reasons for obtained differences in 2 cases of noncorrespondence, which were verified when portions of the trial-based functional analyses were modified and repeated. These results indicate that a trial-based functional analysis may be a viable assessment method when resources needed to conduct a standard functional analysis are unavailable. Implications for classroom-based assessment methodologies and future directions for research are discussed.
Collapse
|
20
|
Stoiber KC, Gettinger M. Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. PSYCHOLOGY IN THE SCHOOLS 2011. [DOI: 10.1002/pits.20587] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
|
21
|
Rios KDSA, Denari FE. Apoio comportamental positivo: estratégias educacionais aplicadas a comportamentos-problema de alunos. PSICOLOGIA: TEORIA E PESQUISA 2011. [DOI: 10.1590/s0102-37722011000200008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Baseado no modelo de Apoio Comportamental Positivo o estudo objetivou identificar como 40 diretores de escolas de educação infantil descreviam o processo de elaboração, aplicação e avaliação de estratégias educativas para comportamentos-problema de alunos. Resultados do questionário apontaram que 77,5% dos diretores indicaram comportamentos-problema em seus alunos. As estratégias educativas mais utilizadas foram conversar com a criança (13,3%) e conversar com pais (13,3%). A ação mais utilizada para a avaliação foi a observação da criança (27,6%). De forma geral, verificou-se que as estratégias utilizadas foram realizadas informal e assistematicamente. Aponta-se a necessidade de pesquisas sobre a inclusão de crianças com comportamentos-problema e o desafio de repensar a formação dos educadores.
Collapse
|
22
|
Allday RA, Nelson JR, Russel CS. Classroom-Based Functional Behavioral Assessment. JOURNAL OF DISABILITY POLICY STUDIES 2011. [DOI: 10.1177/1044207311399380] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Functional behavioral assessments (FBA) have been mandated for use in schools since the reauthorization of the Individuals with Disabilities Education Act in 1997. Prior to this time, FBA were under-utilized in schools because of the complexity of the process. Translating this tool into an applied use in the schools has proven challenging to practicing teachers. We examined data-based and practical articles related to key components of FBA, including data collection, hypothesis development, brief functional analysis, and behavior intervention plan development and how these components are utilized and disseminated.Computer database searches returned 45 articles related to teacher involvement in the FBA process. Results suggest that each component is being disseminated in both data-based and practical articles to varying degrees; however, there remains a gap in the research-to-practice application of FBA.
Collapse
|
23
|
Empirically Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings: Issues and Practices. HANDBOOK OF POSITIVE BEHAVIOR SUPPORT 2008. [DOI: 10.1007/978-0-387-09632-2_7] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
|
24
|
Functional Assessment of Self-Initiated Maladaptive Behaviors: A Case Study. BEHAVIOR AND SOCIAL ISSUES 2008. [DOI: 10.5210/bsi.v17i1.1823] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
25
|
Kates-McElrath K, Agnew M, Axelrod S, Bloh CL. Identification of behavioral function in public schools and a clarification of terms. BEHAVIORAL INTERVENTIONS 2007. [DOI: 10.1002/bin.230] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
|
26
|
Pelham WE, Fabiano GA, Massetti GM. Evidence-Based Assessment of Attention Deficit Hyperactivity Disorder in Children and Adolescents. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2005; 34:449-76. [PMID: 16026214 DOI: 10.1207/s15374424jccp3403_5] [Citation(s) in RCA: 504] [Impact Index Per Article: 26.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
This article examines evidence-based assessment practices for attention deficit hyperactivity disorder (ADHD). The nature, symptoms, associated features, and comorbidity of ADHD are briefly described, followed by a selective review of the literature on the reliability and validity of ADHD assessment methods. It is concluded that symptom rating scales based on the Diagnostic and Statistical Manual of Mental Disorders (4th ed. [DSM-IV]; American Psychiatric Association, 1994), empirically and rationally derived ADHD rating scales, structured interviews, global impairment measures, and behavioral observations are evidence-based ADHD assessment methods. The most efficient assessment method is obtaining information through parent and teacher rating scales; both parent and teacher ratings are needed for clinical purposes. Brief, non-DSM based rating scales are highly correlated with DSM scales but are much more efficient and just as effective at diagnosing ADHD. No incremental validity or utility is conferred by structured interviews when parent and teacher ratings are utilized. Observational procedures are empirically valid but not practical for clinical use. However, individualized assessments of specific target behaviors approximate observations and have both validity and treatment utility. Measures of impairment that report functioning in key domains (peer, family, school) as well as globally have more treatment utility than nonspecific global measures of impairment. DSM diagnosis per se has not been demonstrated to have treatment utility, so the diagnostic phase of assessment should be completed with minimal time and expense so that resources can be focused on other aspects of assessment, particularly treatment planning. We argue that the main focus of assessment should be on target behavior selection, contextual factors, functional analyses, treatment planning, and outcome monitoring.
Collapse
Affiliation(s)
- William E Pelham
- Department of Psychology, State University of New York at Buffalo, 14214, USA.
| | | | | |
Collapse
|
27
|
Hieneman M, Dunlap G, Kincaid D. Positive Support Strategies for Students with Behavioral Disorders in General Education Settings. PSYCHOLOGY IN THE SCHOOLS 2005. [DOI: 10.1002/pits.20112] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
|
28
|
Mueller MM, Edwards RP, Trahant D. Translating multiple assessment techniques into an intervention selection model for classrooms. J Appl Behav Anal 2004; 36:563-73. [PMID: 14768673 PMCID: PMC1284469 DOI: 10.1901/jaba.2003.36-563] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Translating current research to school-based clinical practice highlights issues not often encountered in laboratory settings. With the assistance of a consultant, teachers conducted functional analyses, brief multielement treatment comparisons, and controlled treatment evaluations under naturalistic conditions in the classroom. Teachers also provided input on treatment selection. Treatment integrity data collected throughout the study suggested that teachers implemented analyses and treatments with high integrity. The functional analysis outcomes combined with effectiveness and acceptability data led to the selection of interventions that reduced problem behavior in the classrooms for each of 3 children.
Collapse
|
29
|
Beavers KF, Kratochwill TR, Braden JP. Treatment Utility of Functional Versus Empiric Assessment Within Consultation for Reading Problems. SCHOOL PSYCHOLOGY QUARTERLY 2004. [DOI: 10.1521/scpq.19.1.29.29405] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
30
|
Hartwig L, Heathfield LT, Jenson WR. Standardization of the Functional Assessment and Intervention Program (FAIP) with Children Who Have Externalizing Behaviors. SCHOOL PSYCHOLOGY QUARTERLY 2004. [DOI: 10.1521/scpq.19.3.272.40277] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
31
|
Kratochwill TR, Stoiber KC. Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force. SCHOOL PSYCHOLOGY QUARTERLY 2002. [DOI: 10.1521/scpq.17.4.341.20872] [Citation(s) in RCA: 167] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|