Always Learning

School-Based Interventions: The Tools You Need To Succeed
Kathleen L. Lane, University of North Carolina, Chapel Hill
Margaret Beebe-Frankenberger, University of Montana

ISBN-10: 0205386059
ISBN-13:  9780205386055

Publisher:  Allyn & Bacon
Copyright:  2004
Format:  Paper; 304 pp
Published:  09/11/2003
Status: Instock


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Description

This timeless and timely new book is the consummate guide to teaching and implementing best practices in intervention.

It provides definitive real-life examples, vignettes, and forms that teach educators, clinicians, and researchers how to implement empirically proven and effective intervention procedures for all students who need them.

Beginning with a review of the fundamental concepts of assessment, this text later focuses on teaching readers to use methods of social validity, treatment integrity, and generalization and maintenance that provide interventionists with essential information to document, and be accountable for, a treatment process. It presents a model that guides practitioners to produce and document interventions targeting a range of concerns, including academic, social, behavioral, and/or emotional issues. Applications of the succinct and realistic principles presented in the in the text are limitless.


Features

  • Opens with a concrete visual representation of the key features of the intervention process, which helps the reader clearly and immediately understand the procedures involved in intervention best practices (Ch. 1).
  • Examples put all intervention components into place for primary, secondary, and tertiary levels of intervention, assisting students in understanding how the concepts in the book come together (Ch. 7).
  • Includes forms, relative to each level and every phase of intervention, so that measures are readily available or can be adapted to specific situations.
  • A planning guide provides an outline for intervention that can easily be adapted to any intervention, regardless of the expertise of the interventionist, target of the intervention, setting for the intervention, and the age of the recipient (Ch. 7).
  • Real-life stories from the classroom illustrate practical applications of chapter concepts.
  • Chapter 7, “Putting It All Together,” provides a summary of all the concepts presented in the book, using real-life examples from intervention research conducted by the author (Ch. 7).


Table of Contents

Each chapter ends with a “Summary.”

1. Designing Effective Interventions: Introduction and Overview.

Levels of Prevention.

Key Features of Effective Interventions.

Summary and Purpose.

I. REVIEWING LINKING AND MONITORING STRATEGIES.

2. Linking Interventions to Assessment Results.

What Is Assessment?

What Does It Mean to Link Intervention to Assessment Results?

Why Is It Important to Link Intervention to Assessment Results?

How Do We Link Intervention to Assessment Results?

3. Monitoring Changes During Intervention.

What Does It Mean to Monitor Changes?

Why Is It Important to Monitor Changes?

How Do We Monitor Changes?

How Are Skills/Behaviors Measured?

Who Monitors Interventions and How Do They Do It?

II. INTRODUCING THE CORE ELEMENTS MODEL.

4. Social Validity: Goals, Procedures, and Outcomes.

What Do We Mean By Social Validity?

Why Is It Important to Assess Social Validity?

With Whom Do We Assess Social Validity and Why?

How Do We Assess Social Validity?

How Do We Interpret Social Validity Surveys?

5. Treatment Integrity: Is the Intervention Really Happening?

What Do We Mean by Treatment Integrity?

Why Is It Important to Monitor Treatment Integrity?

Why Aren't Interventions Implemented with Integrity?

How Do We Assess Treatment Integrity?

What Methods Should I Use?

6. Generalization and Maintenance of Treatment Outcomes: Make It Last?

What Is Generalization and Maintenance.

Why Is Important to Consider Generalization and Maintenance?

How Do We Program for Generalization and Maintenance?

Did the Interventions Outcomes Last?

III. A SUMMATIVE EXAMPLE.

7. Putting It All Together.

Key Tools.

A Three-Tiered Model of Prevention: A Hypothetical Sample.

Primary Intervention.

Secondary Intervention: Academic Target.

Secondary Intervention: Social Skills Target.

Tertiary Intervention Areas: Functional Assessment-Based Intervention.

Multi-Level Interventions: Summative Findings.

Appendix: Reproducibles.

2.1 Preliminary Functional Assessment Interview.

2.2 Student Functional Assessment Interview.

2.3 Sample Individual Student or All Students Classroom Behavior Assessment.

2.4 Sample Assessment of Classroom Learning Environment.

2.5 Sample Assessment of Reinforcement.

3.1 Problem-Solving Worksheet.

3.2 Weekly Summary Intervention Monitoring.

3.3 School-Home Progress Note.

3.4 Generic Frequency Count Form.

3.5 Self-Monitor for Neat and Complete Work Assignments.

3.6 Self-Monitoring Behavior During a Class Period in Middle School.

3.7 Progress Monitoring Grid.

4.1 Treatment Acceptability Rating Profile-Revised (TARF-Revised; Reimers & Wacker, 1988.)

4.2 Intervention Rating Profile-15 (Martens, Witt, Elliott, & Darveaux, 1985.)

4.3 Children's Intervention Rating Profile (CIRP; Elliott, 1988; Witt & Elliott, 1983.)

5.1 Sample Treatment Integrity Protocol: PATR.

5.2 Weekly Treatment Integrity.

5.3 Behavior Rating and Self-Evaluation Scale: Blank.

5.4 Treatment Integrity Rating Scale: Percentages.

5.5 Independent Group Contingency Plan with a Response Cost.

5.6 Treatment Integrity: Permanent Product Evaluation.

5.7 School-Home Note.

6.1 Programming for Generalization: Topographical Approaches.

6.2 Generalization Guidelines (Dunlap, 1993.)

6.3 School-Wide Intervention: Social Skills.

6.4 Binder Reminder Form.

7.1 Primary Intervention Planning Guide and Checklist.

7.2 Secondary Intervention Planning Guide and Checklist.

7.3 Secondary Intervention Planning Guide and Checklist.



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This timeless new book is the consummate guide to teaching and implementing best practices in intervention. It provides definitive real-life examples, vignettes, and reproducible forms that teach educators, clinicians, and researchers how to implement empirically proven and effective intervention procedures for all students who need them.

  • Opens with a concrete visual representation of the key features of the intervention process (in Ch. 1), which helps the reader clearly and immediately understand the procedures involved in intervention best practices.
  • Examples are provided that put all intervention components into place for primary, secondary, and tertiary levels of intervention, assisting students in understanding how the concepts in the book come together (Ch. 7).
  • Includes reproducible forms, relative to each level and every phase of intervention, so that measures are readily available or can be adapted to specific situations.
  • A planning guide provides an outline for intervention that can easily be adapted to any intervention, regardless of the expertise of the interventionist, target of the intervention, setting for the intervention, and the age of the recipient (Ch. 7).
  • Real-life stories from the classroom illustrate practical applications of chapter concepts.

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