Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities

Melody Tankersley, Bryan G. Cook, Timothy J. Landrum

• Publisher: Emerald Publishing Limited
• Year: 2022
• ISBN:
  9781802627398
• Topic: Education
• Subtopic: Inclusive Education

Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS, such as Responsiveness to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), are comprised of universal assessment, progress monitoring, and databased decision-making as intervention is implemented with increasing intensity and individualization based on the needs of the learner.

The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation. The authors of the chapters are recognized as international experts on these topics and provide specific recommendations that are based on research evidence as well as discuss considerations for future enhancement of multi-tiered systems of supports and intensive interventions. This is a contemporary resource for teachers, administrators, and teacher-educators who are charged with delivering special education and/or supporting those who do.

Index

A MeaSurement Tool to Assess systematic Reviews (AMSTAR), 124

Academic engaged time (AET), 53–54

Academic/behavioral assessments

administration, 22–23

fidelity of implementation, 24–25

logistical issues, 20–25

selection, 20–22

Academic[s]

and behavior relationship, 10

measures for universal screening and progress monitoring, 15–17

universal screeners, 14–15

Adaptive Behavior Inventory (ABI), 56–57

Adaptive Math (aMath), 15

Adaptive Reading (aReading), 14

Adolescents

with COMORBID reading and behavioral difficulties, 161–163

intensive reading interventions for, 155–157

longitudinal studies of reading interventions for, 157–161

reader profile studies of, 154–155

reading performance of, 154

Age-of-acquisition information, 141

AIMSweb System, 15–16

American Educational Research Association (AERA), 21–22

American Psychological Association (APA), 21–22

Ancestral searches (AS), 115

Antecedent-behavior-consequence (A-B-C), 198–199

Antecedent-reinforcement-extinction components (A-R-E Components), 50

Antecedents, reinforcement, extinction (ARE), 73–74

Assessment method, 89

Associate editor (AE), 126

Backward author searching, 117–118

Backward reference searching, 117–118

Behavior and academics relationship, 10

Behavior Assessment System for Children 3^rd Edition: Behavioral and Emotional Screening System (BASC-3 BESS), 18

Behavior intervention plan (BIP), 49–50, 196

Behavior Rating Scale, 79

Behavior[al]

approaches, 67

function, 192–193

preparing teachers to supporting students, 193

progress monitoring tools, 18–20

screeners, 18

Bidirectional model, 10

“Brief functional analysis”, 69–70

CBMmath Automaticity, 15

CBMmath CAP, 15

CBMmath Process, 15

Child Behavior Checklist-Teacher Report...

Table of contents

• Cover
• Series Editor
• Title
• Copyright
• Contents
• About the Editors
• About the Contributors
• Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities: Introduction to the Volume
• Identifying Students with Intensive Academic and Behavioral Needs
• When Standard Approaches Fail: Advances in the Conceptualization and Delivery of Intensive Interventions
• Essential Features of Intensive, Individualized (Tier 3) Interventions
• The Role of Function in Behavioral Intervention
• Treatment Integrity and Intensity: Critical Considerations for Delivering Individualized Interventions
• Conducting Systematic Reviews of the Literature: Guidance for Quality Appraisal
• An Examination of the Text Characteristics of an Early Reading Book Series: Implications for Providing Intensive Practice with Connected Text
• Intensive Reading Interventions for Adolescents and the Challenges of Comorbid Reading and Behavioral Difficulties
• Intensive Intervention for Students with Mathematics Learning Difficulties
• Developing Preservice Teacher Knowledge and Confidence of Functional Assessment-Based Interventions
• Index