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The relationship between learning disabilities and behavior disorders is well documented and has led to the development of integrated interventions that target both academic and behavior deficits in elementary school-age students. This paper describes the rationale for, development of and implementation of an integrated academic-behavior intervention called "academic and behavior combined support (ABC Support)." The intervention was developed by integrating the critical intervention elements from two single-focus interventions (i.e., repeated reading and check-in/check-out) into a single comprehensive intervention designed to improve reading fluency for early elementary school-age students with reading disorders while also strengthening their engagement and compliance with behavior expectations. [For the corresponding grantee submission, see ED617652.]

In current multi-tier models, students who are not responsive to universal instruction receive supplementary support. Despite most students having co-occurring academic and behavior challenges, their needs are often addressed through separate academic or behavior interventions. This approach may not only be costly for schools, but it also fails to acknowledge the well-documented link between behavior and academic performance. The purpose of this study was to evaluate "Academic and Behavior Combined Support" ("ABC Support"), a newly developed supplemental intervention that merges a combined focus on reading fluency and engagement. Six teachers implemented the intervention for 6-8 weeks with Grade 2 students. Students' oral fluency on standard and training reading passages and occurrence of engagement and disruptive behaviors during classroom reading instruction were measured repeatedly across baseline and intervention phases in a multiple-baseline design. Visual and statistical analyses revealed significant improvement from baseline to intervention for both reading and behavior outcomes. Post-intervention surveys and interviews revealed a high level of acceptability among teachers and students. Theoretical and empirical contributions as well as practice implications are addressed.

We argue in this article that there are conditions in which publication of negative results can make a useful contribution. Three small-scale examinations of journal publication criteria for publishing negative results were conducted. We first reviewed 29 journals from education and school/counseling psychology to assess author submission guidelines for reporting negative results. We then reviewed the most recent issue of each of the 29 journals to determine whether articles reporting negative results were being published. Finally, we surveyed the editors of the 29 journals to examine conditions in which they perceived it appropriate to publish articles that did not demonstrate experimental effects. Results of these studies indicate that currently only one of the 29 journals provides formal guidance to authors about submitting papers with negative results. Two articles published in the 29 journals in their last issue of 2016 contained only negative results. And, of the 60% of the editors who responded to our survey, 96% indicated there were conditions in which publication of negative results was appropriate. In conclusion, we propose situations in which studies reporting negative results would make a valuable contribution.

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical intervention implementation planning and identification of implementation barriers, and participant modeling, a strategy involving didactic and in vivo intervention training, on teachers' implementation of an evidence-based classroom management plan. A randomized multiple treatment embedded within a multiple baseline design across participants was used to assess (a) teachers' adherence to the classroom management plans and quality of implementation and (b) student disruptive behavior in the classroom immediately and at follow-up. Results indicated that teachers' adherence and quality increased with both implementation planning and participant modeling, but these improvements were not fully maintained at 1- and 2-month follow-up. A similar pattern in student disruptive behavior was also observed. These findings highlight the need for ongoing implementation support for behavioral interventions in schools. Implications for future research and practice are discussed.

The purpose of this article is to provide an overview of the current state of research in the area of treatment integrity as it relates to behavioral consultation. To this end, four primary topics are discussed. First, a rationale for why treatment integrity is an important professional and methodological concern is presented. Second, conceptualizations of treatment integrity as a dimensional construct and methods for assessing treatment integrity are reviewed. Third, variables hypothesized to moderate treatment integrity and the empirical basis for several strategies to promote treatment integrity are summarized. Finally, the relationship between treatment integrity and outcomes is discussed. Research from related fields that may influence thinking and practice related to treatment integrity within behavioral consultation are discussed throughout. (Contains 1 figure.)

The purposes of this paper are to (a) propose an operational standard for defining a "practice," (b) encourage development of professional standards for visual and statistical analysis of single-case research, and (c) propose a standard for using single-case research results to identify practices that are "evidence-based." These topics are not new for behavioral researchers, but they become critical for the larger conversations now occurring among researchers, policy makers, and educators working to implement effective practices in psychology and education.

In the current paper we discuss the treatment of childhood anxiety disorders using a problem-solving consultation framework. The role of consultation as a service delivery model in a school setting is elaborated on, as well as the contribution that consultation has in the movement towards evidence-based practices in school psychology. Additionally, a description of the role of consultation specifically in the treatment of childhood anxiety is provided. The role of parents and teachers in treatment is further elucidated, and the separate influence each may have on traditional treatment outcomes is presented. Finally, we discuss the benefits of using a conjoint behavioral consultation model (CBC) of treatment, whereby a mental health professional consults with a child's parents and teachers, who collaborate to assess, monitor, and treat the child's problems. We conclude with a discussion of the benefits of this collaborative approach to treatment of childhood anxiety and illustrate the application of CBC with a case example of selective mutism.

A short form of the Wechsler Intelligence Scale for Children-Revised was administered to 63 disadvantaged minority group children under either self-monitoring feedback for correct and incorrect responses, standardized administration, or a pretest vicarious experience of a minority child being administered a test by a female Anglo examiner. As predicted, the pretest vicarious subjects had significantly higher IQ scores than those in the standard administration and the feedback condition. Test scores also increased as amount of evaluation apprehension decreased. The results suggested desensitization need not occur through direct contact with an examiner. Implications for assessment of disadvantaged children are noted. [ABSTRACT FROM AUTHOR]

Improving outcomes for children and adolescents with mental health needs demands a broad meta-systemic orientation to overcome persistent problems in current service systems. Improving outcomes necessitates inclusion of current and emerging evidence about effective practices for the diverse population of youth and their families. Key components of the meta-system for children with emotional or behavioral needs include families, cultural norms and values, and service sectors such as schools, pediatric health centers, specialty mental health systems, juvenile justice systems, child protection services, and substance use treatment systems. We describe each component of the meta-system, noting challenges to the provision of evidence-based practice (EBP) and highlighting ways to optimize outcomes. Our focus is on the inclusion of evidence-based assessment and interventions, including prevention, within a developmentally driven and culturally responsive contextual model. Recommendations for addressing disparities in research funding and essential steps to foster communication and coordination of EBP across settings are provided., Psychology

In the current paper we discuss the treatment of childhood anxiety disorders using a problem-solving consultation framework. The role of consultation as a service delivery model in a school setting is elaborated on, as well as the contribution that consultation has in the movement towards evidence-based practices in school psychology. Additionally, a description of the role of consultation specifically in the treatment of childhood anxiety is provided. The role of parents and teachers in treatment is further elucidated, and the separate influence each may have on traditional treatment outcomes is presented. Finally, we discuss the benefits of using a conjoint behavioral consultation model (CBC) of treatment, whereby a mental health professional consults with a child's parents and teachers, who collaborate to assess, monitor, and treat the child's problems. We conclude with a discussion of the benefits of this collaborative approach to treatment of childhood anxiety and illustrate the application of CBC with a case example of selective mutism. [ABSTRACT FROM AUTHOR]