Deborah Russell Carter

Lessons Learned From a Tiered Service Delivery Implementation Project

Evelyn S. Johnson et al. — Mon, 28 Nov 2011 15:38:28 PST

Tiered models of service delivery for both academics and behavior are being increasingly adopted across the nation, and discussions of how to implement these models effectively and simultaneously are growing. In this article, the authors share some lessons learned from a 2-year implementation project to implement a comprehensive (both academic and behavior) model of tiered service delivery in an elementary school. The authors discuss four major issues that arose during implementation, including signs for predicting these challenges and insights into how they can be addressed.

Creating Print-Rich Learning Centers

Juli L. Pool et al. — Mon, 28 Nov 2011 15:38:26 PST

The article offers ways on how teachers can create a print-rich pre-school environment to help children improve their literacy skills. It mentions that teachers can share books to children for them to become motivated in learning. It also suggests the need to provide writing materials that encourage children's language development and self-expression. Furthermore, teachers can conduct a dramatic play to allow children to take on roles and express their ideas.

Validity Evidence for the Test of Silent Reading Efficiency and Comprehension (TOSREC)

Evelyn S. Johnson et al. — Mon, 28 Nov 2011 15:38:24 PST

An essential component of a response to intervention (RTI) framework is a screening process that is both accurate and efficient. The purpose of this study was to analyze the validity evidence for the Test of Silent Reading Efficiency and Comprehension (TOSREC) to determine its potential for use within a screening process. Participants included 226 students in Grades 1 to 5. Validity evidence was analyzed through (a) correlation with performance on concurrent, individually administered oral reading fluency (ORF) measures, (b) correlation with performance on concurrently administered reading comprehension measures, (c) correlation of fall and winter TOSREC performance with a state reading outcome measure administered in spring, (d) a binary classification analysis to predict whether students met grade-level performance benchmarks on a state reading assessment, and (e) a stepwise regression analysis examining the variance in performance on a state assessment accounted for by TOSREC and ORF. The concurrent correlations of TOSREC with ORF were high, with the exception of the fall fourth grade administration. Correlations of TOSREC and outcome measures were consistent with those of ORF. The binary classification analysis examining the TOSREC’s ability to accurately predict those students who did not meet grade-level performance benchmarks on the state’s reading assessment demonstrated high classification accuracy (90%) as well as high sensitivity (78%) and specificity (86%). Finally, a regression analysis indicated that the TOSREC accounted for additional unique variance in state assessment performance above and beyond ORF. Implications for practice are discussed.

Defining and Teaching Expectations in the Preschool Classroom

Deborah Russell Carter et al. — Tue, 11 Oct 2011 15:13:40 PDT

Supporting Appropriate Social Behavior in Preschool: Considerations for Classroom Management

Deborah Russell Carter et al. — Tue, 11 Oct 2011 15:07:29 PDT

Behavioral Response to Intervention (B-RTI): Creating a Positive School Culture

Deborah R. Carter et al. — Tue, 11 Oct 2011 15:05:41 PDT

Creating a PEACEful Classroom: Effective Classroom Management

John Carter et al. — Tue, 11 Oct 2011 15:03:36 PDT

Preschool Behavior Support Self-Assessment

Christine Hancock et al. — Tue, 11 Oct 2011 14:44:09 PDT

School-wide Implementation of a Combined RtI/PBIS Model: Fidelity, Student Outcomes, Social Validity

E. J. Johnson et al. — Wed, 24 Aug 2011 12:38:25 PDT

Program-Wide Positive Behavior Support in Preschool: Lessons for Getting Started

Deborah R. Carter et al. — Tue, 25 Jan 2011 13:51:39 PST

There is growing concern over the number of young children who display challenging behavior and preschool teachers are reporting children’s challenging behavior as their greatest concern. Program-wide Positive Behavior Support (PWPBS) is a promising model for supporting appropriate behavior and decreasing challenging behavior in early childhood programs. Implementation in early childhood settings is relatively new and guidance on how to implement PWPBS in early childhood settings in growing. This article documents the implementation process for an early childhood program serving children from six weeks to five years of age, shares lessons learned and offers practical advice for getting started with PWPBS.

Class-Wide Positive Behavior Support in Preschool: Improving Teaching Implementation Through Consultation

Deborah R. Carter et al. — Tue, 25 Jan 2011 13:51:38 PST

Preschool teachers report children’s challenging behavior as their greatest concern (Alkon, Ramler, & MacLennan, 2003; Joseph & Strain, 2003), but estimates show that fewer than 10% of young children who show early signs of problem behavior receive services (Kazdin & Kendall, 1998). These data suggest that preschool teachers do not have the training or resources to implement research-based strategies. The need for effective and efficient behavior support in early childhood is apparent, particularly in light of the long-term negative effects of early problem behavior.

Getting Started with School-wide Positive Behavior Support

Deborah R. Carter — Thu, 15 Apr 2010 08:14:02 PDT

This workshop will address the features, practices, and systems necessary to implement a system of school-wide positive behavior support (PBS). Critical features for universal, targeted, and intensive supports will be shared as well as the general implementation process and the supports available for implementation in Idaho.

Functional Behavioral Assessment and Behavior Support Planning

Deborah Russell Carter et al. — Thu, 08 Apr 2010 08:11:39 PDT

Early Childhood Behavior Support Planning Form

Deborah R. Carter et al. — Thu, 08 Apr 2010 08:08:19 PDT

Early Childhood Functional Assessment Interview Form

Deborah R. Carter et al. — Thu, 08 Apr 2010 08:07:23 PDT

Family Strengths Model Interview Forms

Deborah R. Carter et al. — Thu, 08 Apr 2010 08:05:28 PDT

Tools for Informed Decision-Making: Effectively Implementing Program-wide Positive Behavior Support in Early Childhood Settings

Deborah R. Carter et al. — Wed, 24 Mar 2010 10:45:32 PDT

Presenters will share (a) tools for monitoring child outcomes and implementation of key features of PWPBS, and (b) strategies for using these tools to make data-based decisions and inform practice in early childhood settings.

Preschool Effective Behavior Support (PEBS) Self-Assessment Survey

Deborah R. Carter et al. — Wed, 24 Mar 2010 10:40:44 PDT

The PEBS Survey is a self-assessment of universal, targeted and individualized program-wide positive behavior supports in early childhood settings. It provides an assessment of staff perception of current implementation and priority for improvement of key features of program-wide positive behavior support.

Concurrent Validity of Office Discipline Referrals and Cut Points Used in Schoolwide Positive Behavior Support

Kent McIntosh et al. — Tue, 02 Mar 2010 12:03:50 PST

Office discipline referrals (ODRs) are commonly used by school teams implementing school-wide positive behavior support to indicate individual student need for additional behavior support. However, little is known about the technical adequacy of ODRs when used in this manner. In this study, the authors assessed a) the concurrent validity of number of ODRs received with a contemporary standardized behavior rating scale (the BASC-2 Teacher Report Form), and b) the validity of common cut points to determine level of support needed (i.e., 0 to 1, 2 to 5, and 6 or more ODRs). Results indicated strong correlations between ODRs and rating of externalizing behavior and statistically and clinically significant differences in behavior ratings based on existing ODR cut points, but no significant relation between ODRs and ratings of internalizing problems. Results are discussed in terms of recommended use of ODRs as a screening measure to indicate level of behavior support required.

A Family Strengths Approach to Early Language and Literacy Development

Deborah Carter et al. — Thu, 03 Sep 2009 10:51:50 PDT

Language and literacy skills are an essential element of young children’s development and allow them to interact meaningfully with other people and to develop knowledge in all subject areas. Despite the importance of language and literacy development, however, more than one third of children in the United States enter school with significant differences in language, early literacy skills, and motivation to learn that place them at considerable risk for developing long-term reading difficulties. The quantity and quality of language interactions children have with their parents and exposure to print in their home environment prior to entering school have an important impact on these individual differences. This paper provides teachers with guidelines and tools for helping families identify and create language and literacy opportunities in their home environment that reflect their unique strengths and routines.