Special Education Theses and Dissertations

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Open Access
An analysis of a secondary level intervention for high school students at risk of school failure: The High School Behavior Education Program
(University of Oregon, 2009-06) Swain-Bradway, Jessica L., 1976-
The High School Behavior Education Program (HS-BEP) is a secondary level intervention for high school "at risk" students that provides both academic and social supports. Students participating in the HS-BEP attend a 45-minute study-skills course two to three days a week that focuses on organizational and self-management skills. As part of the study-skills class, students also participate in a modified behavior education program (BEP) designed to establish access to adult support. Six high school students identified by their teachers as "at risk" socially, and/or academically participated in the study. The students were enrolled in a Pacific Northwest high school implementing school-wide positive behavior support. Direct observation and permanent product data were collected on (a) the fidelity with which the HS-BEP was implemented, (b) academic engagement during general content classes (English, math, history, etc.), (c) problem behavior during classes, (d) percentages of course assignment completion, (e) class attendance, and (f) number of office discipline referrals. A single-case multiple baseline experimental design across students was used to assess the primary research question: is there a functional relation between the implementation of the HS-BEP and an increase in academic engagement. Secondary analyses examined the impact of the HS-BEP on (a) decreases in problem behaviors, (b) increases in assignment completion, (c) increases in class attendance, and (d) decreases in office discipline referrals for "at risk" high school students engaging in escape maintained behaviors. Results demonstrated a functional relation between implementation of the HS-BEP and improved academic engagement. Levels of problem behavior were too low to assess impact, and small to moderate improvements in assignment completion were observed. Implications are provided for the design of secondary-level supports in high schools. References
Open Access
Bully prevention in positive behavior support
(University of Oregon, 2009-06) Ross, Scott W., 1979-
Bullying behaviors are a growing concern in U.S. schools, and are documented to have detrimental effects for victims, perpetrators, and bystanders. Most interventions focused on bully prevention either have limited empirical support, or focus primarily on the behavior of the bully. We present here an alternative approach to bully prevention based on the growing recognition that interventions should be function-based. Bully Prevention in Positive Behavior Support (BP-PBS) gives students the tools necessary to remove the social rewards maintaining bullying behavior through a strong link to school-wide positive behavior support, a discrimination between "being respectful" versus "not being respectful" in unstructured settings, and the explicit teaching of a simple, school-wide response to bullying effective for victims, bystanders, and perpetrators of bullying. This is coupled with an efficient strategy for school staff to use when dealing with reports of bullying including a sequence of questioning and practice. A single-subject, multiple-baseline design across six students and three elementary schools was implemented in an empirical evaluation of the effectiveness of BP-PBS. Results indicated that implementation of the program not only significantly decreased incidents of bullying behavior for all six students observed, but also increased the likelihood of appropriate victim responses and bystander responses, indicating a substantial decrease in the social rewards that served to maintain bullying behavior. In addition, through a pre-post survey, students also reported improved perceptions of the bullying and safety at their schools. Finally, school staff members were able to implement the program with a high degree of fidelity and regarded the program as effective and easy to implement. These findings have major implications for the design and support of effective social culture in schools. Limitations of the research and future efforts are suggested to encourage the field in a new direction with bully prevention efforts, away from overly complicated definitions and interventions, toward a school-wide approach including specific strategies and a reconceptualization of the bullying construct.
Open Access
Development of an assessment rubric for the implementation of Response to Intervention (RTI) at elementary schools
(University of Oregon, 2009-09) Liu, Kimy H., 1967-
Response to Intervention (RTI) is a relatively new approach to identifying students with learning disabilities that has impacted how schools coordinate resources and implement their instructional support and assessment systems. Because RTI is a federal initiative and relatively new approach, there is little consensus on specific approaches and practices to guide school in implementation. This approach has potentially great consequences in providing supports in a more efficient manner for at-risk students as well as improving outcomes for all students. However, to meet this goal, schools need a tool to help guide and evaluate their practices to ensure quality implementation. In this dissertation, I describe the development of a rubric designed to meet this need. This RTI Assessment Rubric is intended to be a tool that practitioners and researchers can use to evaluate the implementation of RTI at the elementary school level. Using qualitative methodologies, the rubric was developed based upon a review of the literature and validated by known experts in the field in terms of its breadth and depth of content. Through this process six components were identified which include evaluating: Tier 1 instruction, universal screening procedures, Tier 2 and Tier 3 interventions, progress monitoring practices, evidence-based decision-making, and organizational supports. Next, case studies were created on 5 second grade students who are at risk for reading disabilities in two elementary schools implementing RTI practices. These case studies included classroom observations, interviews with teachers/administrators, record reviews, as well as evaluating student response to school implemented interventions. When these case studies were examined by external reviewers using the RTI rubric, the device demonstrated initial evidence of inter-rater reliability and sensitivity in discriminating between the quality of RTI implementation in these two schools. Teachers reported that the rubric captured the RTI experience within their building. This rubric appears to be useful for both researchers and practitioners as they begin implementation of RTI in schools because it appears to provide relevant, practical, and useful information to guide schools' next steps in RTI implementation.
Open Access
Driving under the influence of positive behavior support: A behavior management program for students who ride the school bus
(University of Oregon, 2008-06) Bronaugh, Louise J.
Student safety on school property continues to be a priority for educators. Pediatric research reveals that student injuries sustained while riding the school bus may be more than three times the number actually reported by transportation departments. These studies further indicate that a major factor contributing to injuries is inappropriate student behavior while riding a school bus. This dissertation involved the creation of a behavior management program for students who ride the school bus. The behavior management program (Bus PBS) was derived from the established and well researched school-based universal prevention, Positive Behavior Support (PBS). The core features of the Bus PBS program included, (1) active support and involvement by the School Administrator and the Transportation Director, (2) school-wide expectations reworded for use on the school bus, (3) students received direct instruction regarding behavioral expectations on the school bus, (4) drivers received a 1.5 hour training in the classroom and 3 days of on-board coaching during the intervention phase, and (5) drivers were encouraged to greet students by name as they entered the bus, provide formal rewards to recognize correct student behavior, and deliver a continuum of clear consequences for student problem behavior. The study was conducted with three typical school buses in a moderate-sized West Coast city. The research question under consideration asked if the presence of Bus PBS was functionally related to student behavior on the school bus. Using a single subject multiple baseline design across three buses, direct observation data were collected on (a) fidelity of bus driver implementation of the program and (b) student problem behavior. Results indicated that bus drivers were able to implement the intervention with moderate to high fidelity, and implementation of Bus PBS was functionally related to improved student behavior. Student problem behavior on the school bus during the Bus PBS program was 37% lower than baseline levels. Discussion is provided about the clinical and research implications of the results.
Open Access
Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services: A qualitative study of programs in Oregon
(University of Oregon, 2008-09) Lawrence, Karen A., 1952-
Incorporation of a mental health focus into Early Intervention/Early Childhood Special Education (EI/ECSE) services is considered critical by many professionals due to the vulnerability of young children with disabilities to developing behavior problems, mental health disorders, and to experiencing maltreatment. This qualitative research study investigated ways personnel in EI/ECSE agencies in Oregon are addressing the mental health needs of the children and families they serve. How mental health is conceptualized by EI/ECSE providers, how well prepared providers are in addressing the needs, what kinds of strategies are used to serve children and families, and how adequately EI/ECSE families and children are served by the mental health system were explored. The study was divided into two parts, which included a state-wide study of 14 EI/ECSE agencies in five regions in Oregon, and an in-depth study of one EI/ECSE agency that has employed a mental health consultant. State-wide agencies were mainly located in rural parts of the state, although two education service districts in metropolitan areas were included. The perspectives of 10 mental health providers from community mental health centers were also collected. The most salient issues that surfaced in the state-wide study included the focus of EI/ECSE concern on behavioral and mental health problems in children ages three through five and strategies for related behavior management in classroom settings, the importance of collaboration with community agencies, and a desire for increased partnership with mental health. Interviews with both EI/ECSE and mental health agencies revealed problems in the mental health system including training of therapists in working with very young children, gaps in services for children who were not Medicaid-eligible and in services for parents with their own psychological issues, and in the capacity to serve all of the children who were referred. The in-depth study focused on one EI/ECSE agency that was developing staff competence in relationship-based work with families through support from a mental health consultant employed by the agency. Salient issues included funding for a mental health consultant in an educational agency, development of mental health services for early childhood through community collaboration, and supporting staff through reflective supervision.
Open Access
The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school
(University of Oregon, 2009-03) Apichatabutra, Chanisa, 1978-
This study investigated the effectiveness of function-based academic and behavior intervention on behavior and reading improvement for five English language learners who exhibited escape-maintained problem behaviors and academic reading difficulties. The study sought to document the effect of a function-based approach on students with highly diverse cultural backgrounds in an international school in Thailand. The intervention emphasized (a) the functional behavior assessment (FBA) strategies to identify the function of the target behavior, (b) evidence-based effective reading instructional approaches, and (c) responsiveness to cultural perspectives of teachers and students. A combined single-subject research methodology documented a functional relationship between implementation of the function-based intervention and decreased problem behaviors. The findings revealed the potential to increase academic engagement and reading performance for the students by following a behavior support plan based on effective reading instruction and tasks modified to accommodate students' academic needs. The study emphasized cultural responsiveness of the intervention plan and implementation. Despite several limitations, this experimental research incorporated culture into behavior and academic support as well as into the research designs. In future application, cultural responsiveness among professionals will be a key element to ensure that future intervention support will meaningfully change the lives of students and will be sustained over time.
Open Access
The effects of the "templates" for direct and explicit Spanish instruction on English language learners reading outcomes
(University of Oregon, 2009-06) Terrazas Arellanes, Fatima Elvira, 1976-
Early literacy development and mastery of reading skills are critical goals for all students to accomplish; however, there is not yet a clear answer on how or in which language to teach these skills to English Language Learners (ELL). Until clear evidence on effective interventions is found, the academic achievement gap between mainstream students and ELL students is likely to increase. This study examined the effects of the "Templates" Spanish intervention program on the Spanish early literacy skills of phonemic awareness and the alphabetic principle for 12 kindergarten Hispanic ELL students enrolled in a dual immersion program. To assess the efficacy of the Spanish intervention program, a hierarchical linear model (HLM) design combining elements of multiple baseline across subjects, single-subject design, and a regression discontinuity design was used. Results of the HLM analysis found no significant effects of the intervention in the between subjects analysis. The visual analysis of single subject designs indicated that of the 12 subjects only three appeared to exhibit a positive effect of the intervention when measures of alphabetic principle were used and only two when phonemic awareness measures were used. Students for whom the "Templates" did not appear to have a positive effect were those that were already making adequate progress while receiving the small group curriculum practice. These students' skills continued growing when they received the "Templates" intervention and while some progressed at a slower pace they may have reached a sufficient level of skills that continuing or exceeding baseline levels of growth was unlikely. Our study provides some initial indication that students who are not making adequate progress with the small group curriculum practice may potentially benefit from the use of more structured, direct, and explicit instruction with the use of the "Templates". Limitations of this study included the use of a small sample size, the short duration of the time allowed for the intervention procedures, and the restricted time to conduct phase changes from baseline to intervention would have provided a clearer indication of intervention effects.
Open Access
Efficacy of an Internet-based Intervention Targeted to Adolescents with Subthreshold Depression
(University of Oregon, 2011-09) Makarushka, Marta Maria, 1969
Depression during adolescence is highly prevalent with as many as 20% experiencing a major depressive episode by the age of 18. Adolescent depression causes significant impairment across life areas including school functioning, such as poor academic performance and decreased academic achievement. Despite the existence of many evidence-based treatment options, merely 25% of depressed adolescents receive treatment. For this reason, it is essential that easily accessible preventive interventions for adolescent depression be developed and made available. Computerized interventions could broaden the reach of prevention efforts and preliminary results indicate that they have the potential to successfully prevent adolescent depression. The Coping with Depression course is an empirically validated cognitive-behavioral depression treatment and prevention program that is well-suited for computerized delivery. This dissertation reports on the development and evaluation of a web-based interactive multimedia version of the adolescent Coping with Depression course with students experiencing subclinical levels of depression. The Blues Blaster program includes the following six modules, with five mini-sessions in each: (a) defining depression, (b) mood monitoring, (c) increasing fun activities, (d) increasing positive thinking, (e) recognizing negative thinking, and (f) decreasing negative thinking. Key concepts are presented and reinforced in a variety of engaging ways within each session, including video, animation, comic strips, graphics, interactive exercises, and games. The Blues Blaster program was evaluated in a randomized controlled trial with 161 adolescents who were randomly assigned to either the Blues Blaster or informationonly control conditions. Participants were assessed at baseline, post-treatment (six weeks after baseline), and six-month follow-up. Results demonstrated greater improvement for the Blues Blaster condition in depression levels, negative thoughts, behavioral activation, knowledge, self-efficacy, and school functioning compared to the information-only control condition. These findings suggest that this targeted prevention program is appropriate for use with middle school students to decrease depression levels and therefore the risk that they will develop major depression in the future.
Open Access
Evaluating reliability and use of the Ages and Stages Questionnaires: Thai in northeast Thai early child care settings
(University of Oregon, 2009-12) Saihong, Prasong, 1974-
Due to the lack of a screening and early identification system, preschool children who live in rural areas in Northeast Thailand have no opportunity to receive specialized educational services. Most children are identified as having disabilities at school age or older. In this study, the 24-, 30-, and 36-month intervals of the Ages and Stages Questionnaires (ASQ), a parent-completed screening system, were translated and evaluated for reliability and use in Northeast Thai early childcare settings. The study purpose was to investigate the reliability and utility of the Ages and Stages Questionnaires: Thai (ASQ: Thai). Reliability studies included an investigation of internal consistency, test-retest reliability, interobserver reliability, and comparison of differences between U.S. and Thai scores. Utility studies included surveys of satisfaction of parents/caregivers and early childcare staff as well as brief interviews with parents/caregivers and early childcare staff. Subjects included 267 children who were 2-3 years old; 267 parents/caregivers; 49 early childcare staff; and 5 early childcare professor experts. The subjects were recruited through the Department of Curriculum and Instruction, the Faculty of Education, Mahasarakham University. Results addressing the reliability and use of ASQ: Thai were promising. Internal consistency (ρ = .58 -.89) results were adequate as well as test-retest agreement (ρ > .90). A comparison between the ASQ: Thai sample data and the U.S. normative sample found that there were some differences in range, mean, median, interquartile range, and cutoff scores. The back translation of the ASQ: Thai appeared to be adequate in comparison to the original version, as well as culturally appropriate. Early childcare staff and parents/caregivers felt that the ASQ: Thai was easy to use and understand and was culturally appropriate, and they gained knowledge about child development. Early childcare staff and parents/caregivers suggested that the ASQ: Thai should be used in early childcare settings with children when they enter the program. Future research on the ASQ: Thai is needed. Increased study of cultural, language, and disability issues are areas for further study.
Open Access
Evaluating the reliability of selected school-based indices of adequate reading progress
(University of Oregon, 2010-06) Wheeler, Courtney E., 1982-
The present study examined the stability (i.e., 4-month and 12-month test-retest reliability) of six selected school-based indices of adequate reading progress. The total sampling frame included between 3970 and 5655 schools depending on the index and research question. Each school had at least 40 second-grade students that had complete Oral Reading Fluency (ORF) data for the time periods in question. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores were used to examine school-wide adequate reading progress. The stability of those indices from semester-to-semester and from year- to-year across the 2005-2006, 2006-2007, and 2007-2008 school years was examined. Adequate progress was defined as students improving their instructional recommendation (i.e., reducing their level of risk) or remaining at benchmark (i.e., remaining on track) over a specified period of time. The six indices were as follows: (1) outcome percent established, (2) percent adequate progress, (3) intensive percent adequate progress, (4) strategic percent adequate progress, (5) barely benchmark percent adequate progress, and (6) school-wide high rates of adequate progress. The indices were intended to provide a snapshot of how well a school's reading instruction is meeting student needs. Based on the analysis, the stability coefficients ranged from .10 to .90 indicating that certain indices had higher stability coefficients than others. Overall, the year-to-year indices tended to be more stable that the semester-to-semester indices. Between 143 and 203 schools had school-wide high rates of adequate progress over a two- and three-year period. These findings indicate that schools can be generally effective in helping their students achieve high rates of adequate reading progress and that schools are able to maintain and support high rates of adequate progress for consecutive cohorts of second- grade students. Results are discussed within a broader framework of school effectiveness indices and response to intervention.
Open Access
An Evaluation of a Secondary Intervention for Reducing Problem Behaviors and Improving Academic Outcomes in Schools
(University of Oregon, 2011-06) Turtura, Jessica E., 1982-
Schools today are faced with a growing number of student discipline problems and increasing rates of academic underachievement. To effectively meet the needs of all students, schools must utilize strategies and interventions that are both effective and efficient. Secondary interventions are designed to support students who are at risk for developing more severe behavior and academic problems. One secondary intervention that is supported by a growing research base is the Check-in/Check-out (CICO) program. Research has shown CICO to be most effective for students sensitive to adult attention; CICO is less effective-without modification, for students whose problem behavior is maintained by escape or avoidance from academic tasks. The present study addressed this gap in the literature by evaluating a modified version of CICO, designed as a comprehensive, targeted intervention for students exhibiting both academic and behavioral difficulties in school. This modified version of CICO, Academics and Behavior Check-in/Check-out (ABC), was specifically designed for students with organizational skill deficits that contribute to their problem behavior in school. The present study examined (1) if a functional relation exists between ABC and reductions in problem behavior, and (2) the effects of implementation of ABC on class work and homework completion and accuracy. A reversal design was used to evaluate the efficacy of ABC. Results indicated that ABC was functionally related to reductions in classroom problem behavior in all three participants. In addition, indirect measures suggested that ABC resulted in increased teacher ratings of student class work and homework completion and accuracy. Teacher ratings were generally higher for both work completion and accuracy during ABC phases when compared with baseline ratings. Practical and conceptual implications, as well as future research, will be discussed.
Open Access
An evaluation of a secondary intervention for students whose problem behaviors are escape maintained
(University of Oregon, 2011-06) Boyd, Roy Justin, 1982-
Check-in-check-out (CICO) has been demonstrated to produce decreases in problematic behaviors and increases in academic engagement when used as a secondary intervention within a school-wide positive behavior support (SWPBS) framework. In general, research has suggested that CICO is most effective for children whose problem behaviors are sensitive to adult attention without modifications. However, research is lacking on secondary interventions intended for students whose problem behaviors are hypothesized to be maintained by escape or avoidance of academic tasks. Drawing from research on the utility of function-based interventions and the teaching of functional replacement behaviors to decrease problem behaviors and increase appropriate skills, a secondary intervention, Breaks are Better (BrB), was designed that builds off core features of CICO but also includes function-based components for addressing problem behavior maintained by task avoidance. Modifications included 1) defining specific expectations that were incompatible with problematic behavior during academic routines and 2) providing students with functional replacement behaviors that allowed them to recruit both brief breaks and help. Effectiveness of BrB was examined using an ABAB design across three participants whose off-task behaviors were hypothesized to be maintained, in part, by task avoidance or escape. The current study examined the following primary research questions: 1) is there a functional relation between the implementation of BrB and reduced rates of off-task behavior, and 2) is there a functional relation between the implementation of BrB and increases in the use of alternative replacement behaviors (help and break)? A functional relation was documented between the implementation of the BrB intervention and reductions in off-task behavior for two out of three participants (Gregg and Alex). However, for Diego, off-task behavior was somewhat variable during the final intervention phase. Results from the collection of contextual fit and social validity data indicated that students, teachers, and parents viewed BrB as effective, worth the required effort, and contextually appropriate for use in this school.
Open Access
An evaluation of routines analyses within functional behavior assessment
(University of Oregon, 2009-12) Barnes, Aaron C., 1981-
Procedures for direct observation as part of functional behavior assessment (FBA) in natural settings continue to be an important area of inquiry and evaluation in the field of education. Spread across a continuum of control and rigor, various direct FBA methods involve a variety of strengths and limitations. The purpose of this study was to evaluate the treatment utility of routines analysis when applied to direct observation as part of the function-based assessment and intervention process in general education classrooms. Central to this procedure is the use of routines analysis during the FBA interview to inform and develop direct observation conditions. This procedure was evaluated across 3 students in grades K-6. Data collected via this procedure showed utility when compared to traditional ABC observation methods such that clearer indications of a hypothesized function of behavior were obtained. Interventions developed from the assessment data resulted in an observed decrease in problem behavior for each participant. Results of this study suggest the importance of routines analysis as a possible way to increase the efficiency and effectiveness of the FBA process.
Open Access
An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy
(University of Oregon, 2009-06) Ness, Bryan, 1976-
Students who struggle academically frequently lack or are unable to apply cognitive-motivational processes imperative for self-regulated learning. It is increasingly evident that deficits in self-regulation are a shared characteristic across students who qualify for special education. For example, impaired executive functions, or the cognitive processes responsible for managing and directing goal-directed activity, is a prevalent symptom domain across students with diverse special education identifications. Higher-order cognitive deficits become increasingly relevant as students progress to the secondary level as this transition necessitates the use of more complex organizational schemes to manage increased academic workload. Assignment management is a particularly challenging task for these students as poor organizational skills and lack of strategic approach translate to excessive time spent on assignments, lost materials, and negative attitude toward academic work. There is a growing body of research suggesting interventions targeting self-regulation have potential to improve performance on complex academic tasks such as assignment completion. Broadly speaking, these interventions are referred to as "self-management" strategies and are intended to help students actively reflect on their own cognitive and learning processes while engaged in academic tasks. The purpose of this study was to evaluate the impact of self-management strategy instruction on student "Assignment Attack" and related academic, behavioral, and cognitive variables. This study extended a line of inquiry examining implementation and efficacy of interventions targeting organized, independent student completion of assignments in resource contexts for adolescents who qualify for special education. Utilizing a multiple baseline, across participants research design, this study revealed positive effects of a Self-Regulated Assignment Attack Strategy (SAAS) on assignment attack and teacher-reported student behavior during assignment completion. The results indicated the effect was domain specific with minimal generalized improvement to the other academic, behavioral, or cognitive outcome measures. A discussion of the results is provided focused on the implications of improved assignment attack, generalization, and measurement challenges. Suggestions for further research in this area are provided.
Open Access
An evaluation of the efficacy of a practical functional behavioral assessment training model for personnel in schools
(University of Oregon, 2010-09) Loman, Sheldon Lawrence, 1977-
The current study evaluated whether a manualized training in functional behavioral assessment (FBA) would result in typical school professionals being able to conduct a procedurally adequate FBA with a technically accurate summary statement for student behavior. Additionally, the study examined whether summary statements obtained by trained school staff were validated by formal functional analyses. The efficiency and social validity of the FBA training process was also investigated through use of an acceptability rating questionnaire and a log to document time expended by each participant. Twelve school professionals participated in Practical FBA trainings that consisted of four 1-hour training sessions guided by a training manual. A post-test analysis of FBA knowledge content indicated that the trainees ended training with the knowledge and skill needed to conduct FBAs. Ten of the 12 professionals completed formal FBAs that were then submitted to validation via functional analysis. Results of the 10 functional analyses confirmed that all 10 school professionals accurately identified the antecedents and maintaining function of student behavior. All FBAs conducted by trained school professionals were considered procedurally adequate. The average time expended by participants in completing an FBA was under 2 hours. Participants also indicated high acceptability of the Practical FBA tools and procedures. This research study presented preliminary findings supporting the efficacy of an FBA training program for school personnel. Further implications, limitations, and directions for future research are presented.
Open Access
An evaluation of The Good Behavior Game in early reading intervention groups
(University of Oregon, 2010-06) Rodriguez, Billie Jo, 1982-
As an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to maximize student success. The Good Behavior Game (TGBG) is an example of a research-based intervention that can be easily modified and implemented in conjunction with academic interventions to maximize effectiveness of student supports. The present study focused on the development and implementation of a modified version of TGBG implemented during the delivery of a secondary level early literacy intervention for students at-risk for reading difficulties. Specifically, this study examined whether instructional assistants' implementation of TGBG was functionally related to changes in student and instructor outcomes. The student outcomes assessed were (1) problem behavior, (2) academic engagement, and (3) pre-literacy skill development. The instructor outcomes assessed were provision of opportunities to respond to instruction, specific praise, and corrective statements for student social behavior. Data were also collected on fidelity of implementation, contextual fit, and social validity of TGBG. A concurrent multiple baseline design across five instructional reading groups was used to evaluate effects of TGBG. Results indicated that TGBG was functionally related to reductions in student problem behavior. In addition, a functional relation was established between implementation of TGBG and increases in instructor provision of specific praise statements and decreases in provision of corrective statements. Academic engagement and provision of opportunities to respond remained high and stable throughout the study. Pre-literacy trajectories did not appear to be functionally related to TGBG implementation; however, this may have been due to the short timeframe of the study. Instructional assistants implementing TGBG as well as students participating in TGBG rated it positively. Conceptual, practical, and future research implications are discussed.
Open Access
An Examination of Group Parent Training with Contextualized Coaching on Positive Parenting Practices
(University of Oregon, 2010-06) Cohen, Dana, 1980-
There is some evidence to support the use of parent training with families with young children with developmental disabilities exhibiting challenging behaviors. However, not all caregivers respond to group parent training. The purpose of this paper is to describe a study examining the use of contextualized coaching with a group parent training with two high risk families. Maternal caregivers from both families participated in a group based parent training using a modified version of the Incredible Years curriculum provided by the local early intervention agency. A multiple baseline across behaviors research design was used to examine the relation between contextualized coaching and positive parenting practices. Contextualized coaching consisted of individualized, performance-based feedback, live modeling, and material support. Results indicate contextualized coaching was functionally related to increases in positive care-giving practices. Results are discussed in terms of applications for practice and future research in parent training.
Open Access
Examining multiple dimensions of fidelity and their relation to student reading outcomes: A retrospective analysis of kindergarten interventions
(University of Oregon, 2009-06) Parisi, Danielle Marie, 1982-
This dissertation study explored the dimensions of fidelity to aid both researchers and practitioners in their measurement of the construct and use of the data. Understanding the dimensions of fidelity is important for three reasons: (a) limited agreement on a definition, (b) variability in measurement, and (c) inconsistent relations demonstrated between fidelity and outcomes. Leaders in the fields of program evaluation, behavioral health, psychology, and education have begun to promote an expanded definition of fidelity that looks beyond whether surface level components of interventions were delivered to include examination of whether interventions are delivered with quality and whether students are engaged. With this issue in mind, an expanded definition of fidelity was used to explore surface/content dimensions of fidelity or total fidelity, quality/process dimensions of fidelity, and student engagement. Specifically, this study examined how these dimensions relate to each other and how each dimension relates to student literacy outcomes. Multi-process multi-level models were used to study the interrelations among the dimensions of fidelity and the interrelations among the group level fidelity measures and multiple measures of student literacy development. The results of this study indicated that the construct of fidelity is multidimensional and potentially more complicated than has been discussed in the literature to date. When examining the relations among the dimensions of fidelity, total fidelity and quality were highly related, quality and engagement may be related, and total fidelity and engagement were not related. The relation between total fidelity and student outcomes was in the opposite direction of what was hypothesized--lower total fidelity was related to higher student outcomes. The relation between student engagement and student outcomes was in the hypothesized direction--higher engagement was related to higher student outcomes. The relation between quality of delivery and student outcomes was also in the hypothesized direction with higher quality related to higher student outcomes. The results highlight several issues related to fidelity that need to be considered by both researchers (measuring multiple components, repeated assessment, data analytic methods) and practitioners (how and what to measure, general variability in implementation, use of the data) in the field of education.
Open Access
Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade
(University of Oregon, 2011-06) Burns, Darci A., 1967-
Although there is arguably substantial evidence in the literature on what works for students at risk of reading failure, the evidence on effective interventions for English-language learners (ELs) is rather meager. Moreover, there are limited curriculum programs and instructional materials available to support schools in the inclusion of ELs in reading-reform efforts. This study examined the efficacy of a systematic transition intervention designed to increase the early literacy achievement of Spanish-speaking ELs in transitional bilingual programs. The intervention included a set of 12 scripted transition lessons that made explicit for ELs the orthographic, lexical, and syntactic differences between Spanish and English. In addition, the lessons addressed the story content knowledge and vocabulary and academic language necessary to ensure that ELs could access the English literacy curriculum and classroom discourse. Seventy-eight first-grade ELs identified as at risk for reading difficulty were randomly assigned to receive either the transition lessons in the treatment condition or the standard school-based intervention in the control condition. Students in both conditions received 60 thirty-minute sessions of small-group instruction as a supplement to their first-grade core reading program. Instruction in both conditions was explicit and focused on the core reading components (i.e., phonemic awareness, phonics, word work, fluency, vocabulary, and comprehension). Student performance was measured on the following dimensions of early reading: (a) phonemic decoding and word reading, (b) oral reading fluency, (c) vocabulary development, and (d) comprehension. In addition, fidelity of implementation, time devoted to the different literacy components, and feasibility of implementation data were collected during and after the study. A gain-score analysis was employed in this study to compare the effect of the treatment (transition lessons) and control (standard school-based intervention) conditions on scores obtained from the pretest and posttest measures of reading achievement. The results indicated that the difference in gain scores between the treatment and control conditions was not statistically significant on any of the measures utilized in the study. Therefore, the transition intervention did not appear to be more effective than the typical school-based intervention. Findings are discussed in light of current research on improving the academic performance of ELs.
Open Access
Examining the utility of a new caregiver-completed social emotional assessment, the Social Emotional Assessment Measure, with diverse low-income parent-toddler dyads
(University of Oregon, 2008-12) Ivey-Soto, Mona C., 1979-
Early social emotional competence has been linked to school readiness, decreased challenging behaviors, and positive relationships with family and peers. Despite this compelling research, more young children are displaying increasingly challenging behaviors and poor social emotional outcomes, often linked to factors associated with poverty. An important component in addressing this issue is programmatic implementation of high quality, practitioner- and family-friendly assessment measures. It is critical that young children who may be at risk for early mental health concerns be identified early and the necessary interventions and goals be established to ensure that healthy relationships and positive behaviors result. The Social Emotional Assessment IV Measure (SEAM) is a new parent/caregiver-completed assessment measure that identifies key components necessary in assessing social emotional competence. This descriptive study closely examines the utility of the Toddler SEAM within a low income, diverse sample. The Toddler SEAM was tested with 50 diverse low-income parents/caregivers in order to establish baseline data and provide researchers with important feedback regarding the psychometric properties of SEAM. One hundred percent of study participants indicated that the SEAM is a beneficial measure and would be an important tool for themselves and other parents who want to learn more about children's social emotional development. Forty-eight participants (96%) felt that SEAM items were useful in teaching them more about their child's social emotional development. Forty-four participants (88%) felt that SEAM items were clear and easy to understand. Qualitative feedback was gathered regarding methods by which to improve SEAM items (i.e., wording, content) in order to make it more parent-friendly and comprehensive. The Toddler SEAM was also compared with the ASQ:SE, a social emotional screening tool with established reliability and validity within risk and non-risk populations. Correlations between the ASQ:SE 18-, 24-, 30- and 36-month intervals and the Toddler SEAM were all significant (p < .05). Internal consistency was high with a Cronbach's alpha level of .92, indicating that the SEAM is likely measuring the unitary construct of social emotional development.