TITLE

A School-wide Three-tiered Program of Social Skills Intervention: Results of a Three-year Cohort Study

AUTHOR(S)
Albrecht, Susan Fread; Mathur, Sarup R.; Jones, Ruth E.; Alazemi, Saad
PUB. DATE
November 2015
SOURCE
Education & Treatment of Children;Nov2015, Vol. 38 Issue 4, p565
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The purpose of this paper was to summarize the implementation of a schoolwide tiered intervention program in three Midwestern U.S. elementary schools over a period of three years. The program, Social Skills Training and Aggression Reduction Techniques plus Time-Away (STARTPlus) includes components of social skills training at the universal primary level, small group instruction at the targeted level, and individualized, intensive intervention in problem-solving and conflict resolution at the tertiary level. The effectiveness of the tiered program was assessed through measures of attendance, frequency of Time-Away referrals, frequency of disciplinary referrals, and levels of academic achievement. Results indicated significant increases in attendance, reductions in Time-Away and disciplinary referrals, and mixed results in academic achievement scores. Informal survey and anecdotal data indicated changes in the climate of the school. Implications for future research and limitations are included.
ACCESSION #
110815743

 

Related Articles

  • Toward True Integration of Academic and Behavior Response to Intervention Systems. McIntosh, Kent; Bohanon, Hank; Goodman, Steve // Communique (0164775X);2010, Vol. 39 Issue 3, p4 

    The article discusses how to integrate academic and behavior response to intervention (RTI) systems effectively at Tier 2. It states that Tier 2 support, known as targeted, secondary, or strategic support, is regarded as the next level of support in RTI. It argues that RTI can be effective and...

  • RTI IN PERSPECTIVE. Rebora, Anthony // Teacher Professional Development Sourcebook;Spring/Summer2010, Vol. 3 Issue 2, p6 

    The article discusses the growing interest in schools for information on response to intervention (RTI) programs, which identify those with learning problems. It states that the Individuals With Disabilities Act of 2004 supports a variation of the program, called a tiered intervention model....

  • RTI: An Approach On the March. SAMUELS, CHRISTINA A. // Education Week;3/2/2011, Vol. 30 Issue 22, pS2 

    The article discusses the impact of the response to intervention (RTI) method in education, which the author says was meant for struggling readers and special education students. The role of the U.S. federal government in the development and implementation of the RTI approach in education is...

  • IDEA IN PRACTICE. Klotz, Mary Beth // Communique (0164775X);2010, Vol. 39 Issue 3, p14 

    The article offers information related to response to intervention (RTI) implementation in the U.S. It mentions the study which examines the scope and standards of RTI in states laws and its implementation. It cites the resources provided by the State Database which offers information on RTI...

  • Perspectives of special education directors on response to intervention in secondary schools. Sansosti, Frank J.; Goss, Shannon; Noltemeyer, Amity // Contemporary School Psychology (California Association of School;2011, Vol. 15 Issue 1, p9 

    Despite intensified interest in secondary school applications of Response-to-Intervention (RtI), research in this area remains sparse. This study utilized a qualitative focus group methodology to explore special education directors' perceptions of current barriers, facilitators, roles, and...

  • Tier III Assessments, Data-Based Decision Making, and Interventions. Powers, Kristin; Mandal, Arpita // Contemporary School Psychology (California Association of School;2011, Vol. 15 Issue 1, p21 

    Within the Response-to-Intervention framework, students who fail to profit from high-quality general education instruction, accommodations, and supplemental instruction progress to a more intensive intervention program, sometimes referred to as "Tier III." This article describes a...

  • RESPONSE TO INTERVENTION: HOW IS IT PRACTICED AND PERCEIVED? Martinez, Rachel; Young, Andria // International Journal of Special Education;2011, Vol. 26 Issue 1, p44 

    This study is a descriptive study designed to examine how school personnel are implementing the Response to Intervention (RTI) process and how they perceive the process. Using an online survey, school personnel in rural and urban schools in South Eastern Texas were asked about the RTI process on...

  • The Legal Meaning of Specific Learning Disability for Special Education Eligibility. Zirkel, Perry A. // Teaching Exceptional Children;May/Jun2010, Vol. 42 Issue 5, p62 

    This article discusses the legal definition of specific learning disability that qualifies a student for special education eligibility. The article notes that students with specific learning disability comprise the largest portion of special education enrollments of any classification under the...

  • A View From the Middle Tier: Looking Closely at Tier II Intervention. SMETANA, LINDA // California Reader;Summer2010, Vol. 43 Issue 4, p15 

    Response to Intervention (RTI) is a framework that integrates assessment and targeted instruction within a multi-tiered intervention system to increase student achievement and identify those students that need additional intervention. Each Tier is identified by the content and intensity of the...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics