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Other titles in the Interventions That Work series:
School-Based Interventions: The Tools You Need to Succeedby Kathleen L. Lane
Synopses & Reviews
This timeless new book is the consummate guide to teaching and implementing best practices in intervention. It provides definitive real-life examples, vignettes, and reproducible forms that teach educators, clinicians, and researchers how to implement empirically proven and effective intervention procedures for all students who need them.
Book News Annotation:
Lane (Department of Special Education, Vanderbilt University) and Beebe-Frankenberger (Department of Psychology, University of Montana) provide a guide to school-based interventions, for use by practitioners and researchers. They describe three levels of prevention, from broader interventions such as violence prevention to small group and individualized interventions, and explain an original model for examining social validity, treatment integrity, and generalization. Numerous checklists and worksheets are included.
Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)
This timeless and timely new book is the consummate guide to teaching and implementing best practices in intervention. It provides definitive real-life examples, vignettes, and reproducible forms that teach educators, clinicians, and researchers how to implement empirically proven and effective intervention procedures for all students who need them.
Table of Contents
Each chapter ends with a “Summary.”
1. Designing Effective Interventions: Introduction and Overview.
Levels of Prevention.
Key Features of Effective Interventions.
Summary and Purpose.
I. REVIEWING LINKING AND MONITORING STRATEGIES.
2. Linking Interventions to Assessment Results.
What Is Assessment?
What Does It Mean to Link Intervention to Assessment Results?
Why Is It Important to Link Intervention to Assessment Results?
How Do We Link Intervention to Assessment Results?
3. Monitoring Changes During Intervention.
What Does It Mean to Monitor Changes?
Why Is It Important to Monitor Changes?
How Do We Monitor Changes?
How Are Skills/Behaviors Measured?
Who Monitors Interventions and How Do They Do It?
II. INTRODUCING THE CORE ELEMENTS MODEL.
4. Social Validity: Goals, Procedures, and Outcomes.
What Do We Mean By Social Validity?
Why Is It Important to Assess Social Validity?
With Whom Do We Assess Social Validity and Why?
How Do We Assess Social Validity?
How Do We Interpret Social Validity Surveys?
5. Treatment Integrity: Is the Intervention Really Happening?
What Do We Mean by Treatment Integrity?
Why Is It Important to Monitor Treatment Integrity?
Why Aren't Interventions Implemented with Integrity?
How Do We Assess Treatment Integrity?
What Methods Should I Use?
6. Generalization and Maintenance of Treatment Outcomes: Make It Last?
What Is Generalization and Maintenance.
Why Is Important to Consider Generalization and Maintenance?
How Do We Program for Generalization and Maintenance?
Did the Interventions Outcomes Last?
III. A SUMMATIVE EXAMPLE.
7. Putting It All Together.
A Three-Tiered Model of Prevention: A Hypothetical Sample.
Secondary Intervention: Academic Target.
Secondary Intervention: Social Skills Target.
Tertiary Intervention Areas: Functional Assessment-Based Intervention.
Multi-Level Interventions: Summative Findings.
2.1 Preliminary Functional Assessment Interview.
2.2 Student Functional Assessment Interview.
2.3 Sample Individual Student or All Students Classroom Behavior Assessment.
2.4 Sample Assessment of Classroom Learning Environment.
2.5 Sample Assessment of Reinforcement.
3.1 Problem-Solving Worksheet.
3.2 Weekly Summary Intervention Monitoring.
3.3 School-Home Progress Note.
3.4 Generic Frequency Count Form.
3.5 Self-Monitor for Neat and Complete Work Assignments.
3.6 Self-Monitoring Behavior During a Class Period in Middle School.
3.7 Progress Monitoring Grid.
4.1 Treatment Acceptability Rating Profile-Revised (TARF-Revised; Reimers & Wacker, 1988.)
4.2 Intervention Rating Profile-15 (Martens, Witt, Elliott, & Darveaux, 1985.)
4.3 Children's Intervention Rating Profile (CIRP; Elliott, 1988; Witt & Elliott, 1983.)
5.1 Sample Treatment Integrity Protocol: PATR.
5.2 Weekly Treatment Integrity.
5.3 Behavior Rating and Self-Evaluation Scale: Blank.
5.4 Treatment Integrity Rating Scale: Percentages.
5.5 Independent Group Contingency Plan with a Response Cost.
5.6 Treatment Integrity: Permanent Product Evaluation.
5.7 School-Home Note.
6.1 Programming for Generalization: Topographical Approaches.
6.2 Generalization Guidelines (Dunlap, 1993.)
6.3 School-Wide Intervention: Social Skills.
6.4 Binder Reminder Form.
7.1 Primary Intervention Planning Guide and Checklist.
7.2 Secondary Intervention Planning Guide and Checklist.
7.3 Secondary Intervention Planning Guide and Checklist.
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