Journal 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, v 4(2), pp 1-14
Summer 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.
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Details
- Title
- The use of change-sensitive measures to assess school-based therapeutic interventions: Linking theory to practice at the tertiary level
- Creators
- Amanda L Lannie - Drexel University, Teaching, Learning, and CurriculumRobin S. Codding - University of Massachusetts BostonJames L. McDougalScott Meier
- Publication Details
- School Psychology Forum, research in practice, v 4(2), pp 1-14
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Other Identifier
- 991022138383204721