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Current Status and Future Directions of School-Based Behavioral Interventions
Abstract This article describes current status and future directions for school-based behavioral interventions. The article is centered on four themes that are considered critical for future research
Interpreting Outcomes of Social Skills Training for Students with High-Incidence Disabilities
Social competence is particularly salient for students who are classified into one of the high-incidence disability groups such as specific learning disabilities, mental retardation, emotional
Antisocial behavior in school : evidence-based practices
1. Antisocial Behavior, Conduct Disorder, Delinquency, and Violence Among At-Risk Children and Youths: Characteristics, Causes, and Outcomes. 2. Issues, Guidelines, and Resources For Use In
Responsiveness to Intervention: An Alternative Approach to the Identification of Learning Disabilities. Executive Summary.
The process by which public schools identify students as learning disabled often appears to be confusing, unfair, and logically inconsistent. In fact, G. Reid Lyon of the National Institute of Child
Response to Intervention: An Alternative Means of Identifying Students as Emotionally Disturbed.
Responsibility to intervention is defined and described along with methods and procedures for quantifying whether or not a student shows an adequate or inadequate response to an evidence-based intervention implemented with integrity.
Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders
Secondary students with or at risk for emotional and/or behavioral disorders (EBD) can be characterized as having severe deficits in social competence. Moreover, as students transition into the
Development of a modified treatment evaluation inventory
Kazdin's (1980a) Treatment Evaluation Inventory (TEI) is the major instrument used to assess parents' acceptance of procedures for behavior problem children. The length of the TEI, however, as well
Treatment Integrity in Learning Disabilities Intervention Research: Do We Really Know How Treatments Are Implemented?
Treatment integrity (sometimes called treatment fidelity or procedural reliability) refers to the degree to which treatments are implemented as intended. A survey of intervention articles published
Treatment integrity in applied behavior analysis with children.
Recommendations for improving the accuracy of independent variable implementation and for defining independent variables are discussed.