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Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g., videoconferences, email) to coach parents to implement an adapted version of Down Syndrome LanguagePlus (DSL+). Four children with DS (ages 5-6 years) participated in the multiple probe across behaviors (i.e., stories) single-case research design study. Increasing trends during baseline and data variability precluded confirmation of a functional relationship; however, results indicated that all participants increased their scores on mastery measures of targeted vocabulary. Three of the four parents implemented DSL+ with high fidelity and responded favorably to social validity interviews.

Adapting interventions based on learner progress is paramount to the effectiveness of interventions in special education and applied behavior analysis. Although there is some research on effective methods for training practitioners to make general instructional decisions (e.g., modify an intervention) based on graphed performance data, research on training individuals to make specific decisions (e.g., how to modify an intervention) is more limited. Our purpose in this study was to evaluate the effects of a training package, consisting of a brief online training and a visual decision-making model, for increasing preservice teachers' and behavior analysts' accuracy in making specific instructional decisions based on graphed performance data. In a multiple baseline across participants design, all participants increased their decision-making accuracy on novel graphs during assessment sessions and maintained accuracy at 1-month follow-up. The implications of these findings for training and future research on data-based decision-making are discussed.

There is an apparent need to identify resource- and time-efficient approaches to supporting teacher implementers of behavioral interventions. The purpose of this study was to evaluate the effectiveness of a brief training and intermittent performance feedback coaching model on teacher implementation of a multicomponent behavioral intervention. Participants were three elementary general education teachers and their classes of students in grades K-2. Teachers were trained on Class-Wide Function-Related Intervention Teams procedures, and results were analyzed within the context of a single-case multiple-probe-across-participants design. All teachers met a predetermined performance criterion for treatment fidelity following implementation of the brief training and performance feedback; thus, a functional relation was evident. Group on-task behavior also increased in all classrooms, but a functional relation was not evident.

There is a need to adapt research-based behavior management interventions so they have utility for virtual instruction. In this study, we investigated whether Class-Wide Function-Related Intervention Teams (CW-FIT) would increase group engagement for a first-grade inclusive class during virtual reading instruction. Results of the single case ABAB design indicated a functional relation between CW-FIT and increased group engagement. Secondary measures of students' (a) screen match (i.e., appropriate screen activity) during instruction and (b) attendance did not have clear relations with CW-FIT implementation. Overall, these results suggest behavioral interventions with evidence of effectiveness for increasing engagement during in-person instruction may have similar effects during virtual instruction.

General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports.

Adapting interventions based on learner progress is paramount to the effectiveness of interventions in special education and applied behavior analysis. Although there is some research on effective methods for training practitioners to make general instructional decisions (e.g., modify an intervention) based on graphed performance data, research on training individuals to make specific decisions (e.g., how to modify an intervention) is more limited. Our purpose in this study was to evaluate the effects of a training package, consisting of a brief online training and a visual decision-making model, for increasing preservice teachers' and behavior analysts' accuracy in making specific instructional decisions based on graphed performance data. In a multiple baseline across participants design, all participants increased their decision-making accuracy on novel graphs during assessment sessions and maintained accuracy at 1-month follow-up. The implications of these findings for training and future research on data-based decision-making are discussed., Author(s): Katie Wolfe [sup.1], Meka N. McCammon [sup.1], Lauren M. LeJeune [sup.1], Ashley K. Holt [sup.1] Author Affiliations: (1) grid.254567.7, 0000 0000 9075 106X, Department of Educational Studies, University of [...]

Single case research designs (SCRDs) are integral to identifying evidence-based practices (EBPs) for young children with autism spectrum disorder (ASD); however, the field lacks guidance on measuring response maintenance within SCRDs. We identified 103 studies in which researchers used SCRD to investigate the maintenance of behavioral intervention outcomes for children with ASD ages 0-5. Findings include: (a) maintenance conditions across most EBP categories, (b) limited within-case replication of maintenance assessment, (c) inconsistent use of maintenance terminology, (d) varying frequencies of maintenance assessment, and (e) wide range in latency to first and last maintenance probe. Results indicate a pressing need for the regular inclusion of maintenance conditions in behavioral research to increase our understanding of programming for and assessing maintenance.

The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre-K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise (n = 12), Class-Wide Function-Related Intervention Teams (n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format (n = 30) and the inclusion of ongoing coaching (n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided.

The success of teachers is tied to their effectiveness in managing student behavior. In this meta-analysis, we identified 49 single-case-design studies that evaluated the effectiveness of teacher training on their implementation of behavioral support strategies. Training was most often provided in a one-on-one format (n = 18) and included ongoing coaching (n = 20). Thirty-three of the 49 designs met What Works Clearinghouse standards with or without reservations. The overall between-case standardized mean difference effect size was d = 1.50. We analyzed and grouped teacher- and student-level outcomes as a result of training into five domains: (a) teacher-delivered praise (d = 1.94), (b) teacher desirable behavior (e.g., treatment fidelity; d = 1.22), (c) teacher undesirable behavior (e.g., reprimands; d = 0.87), (d) student desirable behavior (d = 1.88), and (e) student undesirable behavior (d = 1.22). Across all studies, the combined nonoverlap of all pairs scores ranged from 0.37 to 1.0 (M = 0.866). We discuss future areas of research as well as implications for teacher training in behavioral support implementation. [ABSTRACT FROM AUTHOR]

There is an apparent need to identify resource- and time-efficient approaches to supporting teacher implementers of behavioral interventions. The purpose of this study was to evaluate the effectiveness of a brief training and intermittent performance feedback coaching model on teacher implementation of a multicomponent behavioral intervention. Participants were three elementary general education teachers and their classes of students in grades K–2. Teachers were trained on Class-Wide Function-Related Intervention Teams procedures, and results were analyzed within the context of a single-case multiple-probe-across-participants design. All teachers met a predetermined performance criterion for treatment fidelity following implementation of the brief training and performance feedback; thus, a functional relation was evident. Group on-task behavior also increased in all classrooms, but a functional relation was not evident. [ABSTRACT FROM AUTHOR]

Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g., videoconferences, email) to coach parents to implement an adapted version of Down Syndrome LanguagePlus (DSL+). Four children with DS (ages 5–6 years) participated in the multiple probe across behaviors (i.e., stories) single-case research design study. Increasing trends during baseline and data variability precluded confirmation of a functional relationship; however, results indicated that all participants increased their scores on mastery measures of targeted vocabulary. Three of the four parents implemented DSL+ with high fidelity and responded favorably to social validity interviews. [ABSTRACT FROM AUTHOR]

The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre–K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise (n = 12), Class-Wide Function-Related Intervention Teams (n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format (n = 30) and the inclusion of ongoing coaching (n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided. [ABSTRACT FROM AUTHOR]

The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers' knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and data-based decision-making (DBDM). To be eligible for this review, studies had to (a) be published in English, (b) include in-service or pre-service K–12 teachers as participants, (c) use an empirical group design, and (d) include sufficient data to calculate an effect size for teacher outcome variables. The mean effect of DBDM PD on teacher outcomes was g = 0.57 (p <.001). This effect was not moderated by study quality. These results must be viewed through the lens of significant heterogeneity in effects across included studies, which could not be explained by follow-up sensitivity analyses. In addition, the experimental studies included in this review occurred under ideal, researcher-supported conditions, which impacts the generalizability of the effects of DBDM PD in practice. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports. [ABSTRACT FROM AUTHOR]