Response to Intervention: Examining Classroom Behavior Support in Second Grade

By S. Fairbanks, G. Sugai, David Guardino, Margaret Lathrop. 2007

340 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/eca7b86a4ca1ccc5b76ccbd60ebf7b4df0e6f4d3

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention (2014, background): “In 2 studies, a functional relation could not be established due to design limitations (Fairbanks et al., 2007; Mong et al., 2011).”
A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems (2009, background): “Teacher ratings of students on classroom school social expectations on the DPR have been shown to have a functional relationship with observed problem behaviors in the classroom (Fairbanks et al., 2007; Todd et al., 2008).”
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…”
Consideration of Culture and Context in School-Wide Positive Behavior Support (2012, background): “Numerous authors suggested that the classroom context or ecology should be considered to improve outcomes for culturally and linguistically diverse students (Cartledge, Singh, & Gibson, 2008; Green, 2005; Monroe, 2005a; Rivera & Rogers-Adkinson, 1997; Utley, Kozleski, Smith, & Draper, 2002). Cartled”
Applying Response to Intervention Metrics in the Social Domain for Students at Risk of Developing Emotional or Behavioral Disorders (2008, methodology): “Gresham (2005) recommended two methods for calculating effect size at the individual level, based on Busk and Serlin’s (1992) work.”
General Education Teachers’ Perceptions of Behavior Management and Intervention Strategies (2010, methodology): “, social skills, anger management groups), and the third tier provides intensive, individualized interventions to high-risk students (Fairbanks et al., 2007; Scott & Eber, 2003; Sprague, 2006; Sugai & Horner, 2002, 2006).”
School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention (2010, background): “Evidence is emerging that Tier II or small-group supports delivered as part of a SWPBS continuum are altering potential trajectories toward more chronic and intense behavior patterns (Cheney, Flower, & Templeton, 2008; Fairbanks et al., 2007; Hawken & Horner, 2003).”
Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior (2009, background): “Implementing a tier two intervention without tiers one and three in place would seem to be ill-advised, given how these tiers work to provide a continuum of support to students (Fairbanks et al., 2007).”
Examining the Evidence Base for School-Wide Positive Behavior Support (2010, positive): “…& Sugai, 2003; Crone, Hawken, & Bergstrom, 2007; Ervin, DuPaul, Kern, & Friman, 1998; Ervin, Kern, Clarke, DuPaul, Dunlap, & Friman, 2000; Fairbanks et al., 2007; Grow, Carr, & LeBlanc, 2009; Ingram, Lewis-Palmer, & Sugai, 2005; Kern, Childs, Dunlap, Clarke, & Falk, 1994; Kern, Hilt, &…”