School Psychologists as Leaders in the Implementation of a Targeted Intervention: The Behavior Education Program.

By Leanne S. Hawken. 2006

96 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e343e32de74f4f6d399b89f1acd39b7f993a9f51

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Citations in the corpus

Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design (2011, background): “Both elementary (e.g., Fairbanks et al., 2007; Hawken, MacLeod, & Rawlings, 2007; Todd, Campbell, Meyer, & Horner, 2008) and middle (Hawken, 2006; Hawken & Horner, 2003; March & Horner, 2002) school students showed decreases in the frequency of problem behavior as the result of a CICO-based…”
Handbook of Classroom Management (2014, background): “…that the use of the CICO intervention is associated with reductions in problem behavior and/or increases in prosocial behavior (Filter et al., 2007; Hawken, 2006; Hawken & Horner, 2003; Hawken, MacLeod, & Rawlings, 2007; McCurdy, Kunsch, & Reibstein, 2007; Mong, Johnson, & Mong, 2011; Simonsen,…”
Examining the Evidence Base for School-Wide Positive Behavior Support (2010, methodology): “…functional relations between the implementation of CICO and a reduction in problem behavior (Campbell & Anderson, 2008; Crone et al., in press ; Hawken, 2006; Hawken & Horner, 2003; Hawken, MacLeod, & Rawlings, 2007; March & Horner, 2002; McCurdy, Kunsch, & Reibstein, 2007; Todd, Kaufman,…”
Effects of the Behavior Education Program (BEP) on Office Discipline Referrals of Elementary School Students (2007, result): “The results from this study and previous research (Hawken, 2006; Hawken & Horner, 2003; March & Horner, 2002) indicate that not all students benefit from the BEP.”
Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior (2009, background): “In addition to the robust evidence for direct behavior ratings (see Chafouleas, Riley-Tillman, Christ, & Sugai, this issue), Check-In/Check-Out in particular has been the focus of a number of intervention studies demonstrating its effectiveness in reducing problem behavior and increasing academic en”
A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention (2014, background): “Components Gresham, Van, and Cook (2006) Hawken (2006) Fairbanks, Sugai, Guardino, and Lathrop (2007)b Filter et al. (2007) Treatment integrity (Tier 1) Not reported Not reported Reported Not reported Method of measurement NA NA SET NA Gender Male = 2, female = 2 Male = 9, female = 1 Male = 5,…”
A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems (2009, methodology): “obtain improved academic engagement and performance feedback on meeting school and classroom goals, whereas they decreased their observed problem behaviors and office discipline referrals (Fairbanks et al., 2007; Hawken, 2006; Hawken & Horner, 2003; Hawken et al., 2007).”
From FBA To Implementation: A Look At What Is Actually Being Delivered (2007, background): “Universal interventions (Tier 1) have shown some success (Office of Special Education Programs, 2002), and targeted interventions (Tier 2), a topic of current research, have begun to show promise (Bohanon, et al., 2006; Hawken, 2006; Lane, et al., 2003; March & Horner, 2002).”