Copyright (c) 2010 All rights reserved. http://works.bepress.com/deborah_carter Recent documents in Deborah R. Carter en-us Thu, 04 Mar 2010 11:48:52 PST 3600 http://works.bepress.com/deborah_carter/8 http://works.bepress.com/deborah_carter/8 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. Kent McIntosh http://works.bepress.com/deborah_carter/7 http://works.bepress.com/deborah_carter/7 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. Deborah Carter http://works.bepress.com/deborah_carter/6 http://works.bepress.com/deborah_carter/6 Thu, 03 Sep 2009 10:51:49 PDT The purpose of this study was to investigate the effectiveness of a teacher-implemented tier two behavior intervention and differential effects based on function of student problem behavior. The participants were 36 public elementary school students who were nominated for additional behavior support beyond universal School-wide Positive Behavior Support. The intervention provided was Check-In/Check-Out, a tier two intervention using direct behavior ratings to increase structure and feedback to the student's environment. Before and after implementation of the intervention, the authors assessed the students' function of behavior, levels of problem behavior, prosocial behavior, and rate of behavioral incidents. A multivariate analysis of variance indicated significant effects for all students in prosocial behavior and behavioral incidents, but not problem behavior. An analysis of interaction effects indicated statistically significant differences in response to intervention based on function of problem behavior. Results are discussed in terms of considering function of problem behavior in selecting tier two interventions and implementing a three tier response to intervention model. Kent McIntosh http://works.bepress.com/deborah_carter/5 http://works.bepress.com/deborah_carter/5 Thu, 03 Sep 2009 09:47:39 PDT First Step to Success is a manualized early intervention program with documented success in reducing the problem behavior of young children. Walker and colleagues are now engaged in analyses of variables that will increase the proportion of children for whom First Step is effective. A possible enhancement to the First Step to Success protocol is the use of functional behavioral assessment, and individualized, function-based behavior support. The present analysis provides a case study with one, six-year old student who received First Step to Success. Following the "coaching phase" of First Step a reversal design was employed in which function-based features of behavior support were withdrawn and then re-implemented. Analysis of problem behavior, and academic engagement data suggest that incorporation of function-based features enhanced the impact of First Step to Success. Implications for modifications of the First Step protocol, and future research are provided. Deborah R. Carter http://works.bepress.com/deborah_carter/4 http://works.bepress.com/deborah_carter/4 Thu, 03 Sep 2009 09:40:41 PDT Monitoring and evaluating classroom behavior in early childhood for the purpose of improving teaching and learning is critical. There is a clear link between social behavior and academic learning. Classrooms where students are following expectations, engaging academically, and transitioning effectively between activities are classrooms where students spend more time accessing instruction. In order to make efficient and effective decisions for class-wide supports, data should be collected on the class as a whole. With accurate data, interventions can be implemented for the whole group that will increase instructional time.In this paper we propose quick and efficient data collection methods for three key behaviors: following expectations, engagement, and transitions. With minimal disruption and effort, teachers can collect data that will enable them to support appropriate behaviors, ensure that students understand behavioral expectations, maintain an organized environment, improve positive interactions, and decrease the number of students needing intensive, individualized supports. Deborah Carter http://works.bepress.com/deborah_carter/3 http://works.bepress.com/deborah_carter/3 Wed, 10 Jun 2009 17:18:54 PDT This investigation evaluated students' perceptions of frequent formative assessments used in six university teacher preparation courses. The Social Validity of Assessment Practices Survey was designed to evaluate students' perceptions of course assessment activities designed to allow university professors close, continual contact with relevant outcome data (3C/ROD; Bushnell & Baer, 1994). Assessments included questions about an instructor-generated evaluation of instruction, in-class activities, quizzes, and other assignments and procedures. Survey results include both individual ratings for each assessment activity and students' rating of satisfaction with the assessment methods as they related to their understanding of course content. Results indicate students were very satisfied with instructors' assessments. Students felt instructors used assessments to modify teaching and perceived that quizzes and activities were closely linked to course content. They felt less strongly about the value of instructor-generated evaluation of instruction and the frequency of quizzes for enhancing their content learning. This study provides preliminary descriptive evidence supporting the importance of including model demonstration tactics in teacher preparation courses to assist in the development of educators skilled in the collection of meaningful data and its use in instructional decision making. Implications for education, limitations of the study, and suggestions for future research will be presented. Renee K. Van Norman http://works.bepress.com/deborah_carter/2 http://works.bepress.com/deborah_carter/2 Wed, 10 Jun 2009 17:04:27 PDT The purpose of this study was to systematically evaluate the literature with respect to the degree to which response maintenance was evaluated as a component of functional communication training (FCT) intervention, including the extent to which procedures were implemented to promote response maintenance. Twenty-six single subject studies on FCT were quantitatively evaluated for (a) inclusion of data on response maintenance, (b) evidence of procedures to promote maintenance, (c) timing and duration of maintenance data reported, and (d) the degree of behavior change maintained. Results indicated that seven studies (26.9%) met Carr et al.'s (1999) definition for reporting maintenance. Only two of the seven studies reporting maintenance data also reported procedures for promoting maintenance. The mean number of sessions for which maintenance data were reported was 4.2 over a mean number of 21.9 weeks. Overall mean percentage of nonoverlapping data points across participants, settings, and behaviors was MPND 86% (range, 18% - 100%), suggesting that, when measured, levels of responding established with FCT tended to maintain after partial or full withdrawal of intervention. Results highlight the need for future FCT researchers to evaluate response maintenance and to explore specific strategies to promote response maintenance when FCT is the intervention of choice. Traci E. Ruppert http://works.bepress.com/deborah_carter/1 http://works.bepress.com/deborah_carter/1 Wed, 10 Jun 2009 16:17:41 PDT This study investigated the effects of adding individualized, function-based support to the well-documented early intervention, First Step to Success. A single-subject multiple-baseline design was applied across three, K-1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized function-based support plan was added to the First Step protocol. The multiple baseline analysis documented an effect between adding individualized, function-based supports to the standard First Step program and both (a) a decrease in problem behavior and (b) an increase in academic engagement. Implications of the results are provided for the design of school-based behavior support, implementation of First Step to Success, and applications of manualized interventions. Deborah R. Carter