Current Status and Future Directions of School-Based Behavioral Interventions

By F. Gresham. 2004

308 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/19eb3ed007d35a21f3d662915c78cf9582fa9d16

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Citations in the corpus

Maryland Statewide PBIS Initiative (2008, background): “…other individuals involved, and possible maintaining function) of students’ problem behaviors and to use these data to develop intervention plans on both an individual and school level, typically using behaviorally oriented interventions (Gresham, 2004; Horner, Sugai, Todd, & Lewis-Palmer, 2005).”
General Education Teachers’ Perceptions of Behavior Management and Intervention Strategies (2010, methodology): “…in regular education due to the implementation of response to intervention (RTI), which was required by special education law (Albers, Glover, & Kratochwill, 2007; Gresham, 2004, 2005; Individuals With Disabilities Education Improvement Act Regulations, n.d.; Reschly, 2004; Severson et al., 2007).”
A Practical Measure of Student Motivation (2015, methodology): “We also see the EVC Scale serving as a Tier I support scale as discussed in the school-wide positive behavioral support approach to prevention (Gresham, 2004).”
Applying Response to Intervention Metrics in the Social Domain for Students at Risk of Developing Emotional or Behavioral Disorders (2008, methodology): “Student performance was analyzed in accordance with Gresham’s (2005) use of RtI metrics. One of the challenges noted by Gresham (2004, 2005) is that of establishing decision rules for determining an adequate RtI. Therefore, we used Gresham’s (2005) suggested metrics to differentiate students who are”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, methodology): “Based on follow-up discussion with experts and a review of comments, it seems this inconsistency in ratings could reflect disagreement over the utility of increasing intervention intensity in an RTI model as is suggested by some RTI proponents (Ardoin et al., 2005; Barnett et al., 2004; Brown-Chidse”
Increasing Teachers’ Use of Praise with a Response-to-Intervention Approach (2011, background): “…provided; and (e) team-based structures and procedures to ensure implementation fidelity, including accurate and sustained implementation of the systems and practices (Ardoin, 2006; Christ & Poncy, 2005; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Fuchs & Fuchs, 2006; Gresham, 2004; Sugai, 2008).”
Varying Intervention Delivery in Response to Intervention: Confronting and Resolving Challenges With Measurement, Instruction, and Intensity (2007, background): “Based on the results of universal screening, selected interventions are used to support children not sufficiently helped in the first tier (Gresham, 2004).”
Meta–Analysis of Mathematic Basic–Fact Fluency Interventions: A Component Analysis (2011, background): “Central to the RtI service-delivery approach is that school professionals have knowledge of the types of instruction and interventions that fall under the evidence-based category (Gresham, 2004).”
The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes (2011, background): “Since a small percentage of students typically account for a majority of the behavioral problems in a school (Gresham, 2004), the entire school may benefit when at-risk students receive the help and support they need.”
Response to Intervention for Social Behavior (2008, methodology): “Schools interested in implementing an RtI model should use evidenced-based interventions (Batsche et al., 2005; Brown-Chidsey & Steege, 2005; Gresham, 2004).”
An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools (2009, background): “Yet, several researchers contend that such a mandate may not be entirely appropriate (e.g., Fox, Conroy, & Heckaman, 1998; Gresham, 2004; Kern et al., 2004; Quinn et al., 2001; Sasso, Conroy, Stichter, & Fox, 2001).”