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Article
The Use of Change-Sensitive Measures to Assess School-Based Therapeutic Interventions: Linking Theory to Practice at the Tertiary Level
School Psychology Forum: Research in Practice
  • Amanda L. Lannie, Philadelphia College of Osteopathic Medicine
  • Robin S. Codding
  • James L. McDougal
  • Scott Meier
Document Type
Article
Publication Date
7-1-2010
Abstract
Students with chronic problem behavior will likely require intense support services, often referred to as tertiary-level supports. This article highlights the need for change-sensitive measures to guide the evaluation of tertiary-level supports in the schools (e.g., therapeutic services). In this regard, we propose a model for using change-sensitive measures to document student progress at a programmatic level. Paralleling the decision-making process utilized in a positive behavior interventions and supports (PBIS) approach, we propose a model for tertiary-level service evaluation that relies in part on providers collecting change-sensitive data and generating graphs to aid in data-based decision making practices. Similar to the PBIS process, data to be graphed would span five key dimensions. Last, we present a case illustration where data are analyzed in accordance with the proposed model to assess the services at a programmatic level.
Comments

This article was published in School Psychology Forum: Research in Practice, Volume 4, Issue 2, Pages 1-14.

Copyright © 2010.

Citation Information
Amanda L. Lannie, Robin S. Codding, James L. McDougal and Scott Meier. "The Use of Change-Sensitive Measures to Assess School-Based Therapeutic Interventions: Linking Theory to Practice at the Tertiary Level" School Psychology Forum: Research in Practice Vol. 4 Iss. 2 (2010) p. 1 - 14
Available at: http://works.bepress.com/amanda-lannie/14/