Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity

Journal of Special Education

Volumn 38, Issue 2, 2004, Pages 66-79

  Barnett, David W ^a   Daly III, Edward J ^b   Jones, Kevin M ^a   Lentz Jr , F Edward ^a  

^a UNIVERSITY OF CINCINNATI   (United States)

^b UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3543061068     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/00224669040380020101     Document Type: Review

References (80)

1. Anita, S., & Kreimeyer, K. (1988, December). Maintenance of positive peer interaction in preschool hearing-impaired children. The Volta Review, 325-337.
2. Barlow, D. H., Hayes, S. C., & Nelson, R. O. (1984). The scientist-practitioner: Research and accountability in clinical and educational settings. New York: Pergamon.
3. Barnett, D. W., Air, A. E., Bell, S. H., Gilkey, C. M., Smith, J. J., Stone, C. M., et al. (1999). Evaluating early intervention: Accountability methods for service delivery innovations. The Journal of Special Education, 33, 177-188.
4. Barnett, D. W., Bell, S. H., Gilkey, C. M., Lentz, F. E., Jr., Graden, J. L., Stone, C. M., & Smith, J. J. (1999). The promise of meaningful eligibility determination: Functional intervention-based multifactored preschool evaluation. The Journal of Special Education, 33, 112-124.
5. Barnett, D. W., Daly, E. J. III, Hampshire, E. M., Hines, N. R., Maples, K. A., Ostrom, J. K., & Van Buren, A. (1999). Meeting performance-based training demands: Accountability in an intervention-based practicum. School Psychology Quarterly, 14, 357-379.
6. Barnett, D. W., Lentz, F. E., Jr., & Macmann, G. M. (2000). Child assessment: Psychometric qualities of professional practice. In E. S. Shapiro & T. R. Kratochwill (Eds.), Behavioral assessment (2nd ed., pp. 355-386). New York: Guilford Press.
7. Bell, S. H., & Barnett, D. W. (1999). Peer micronorms in the assessment of young children: Methodological review and examples. Topics in Early Childhood Special Education, 19, 112-122.
8. Board of Education of Hendrick Hudson Central School District v. Rowley. 176, 102S. Ct. 3034, 73, (1982).
9. Cooper, L. J., Wacker, D. P., Thursby, D., Plagmann, L. A., Harding, J., Millard, T., & Derby, M. (1992). Analysis of the effects of task preference, task demands, and adult attention on child behavior in outpatient and classroom settings. Journal of Applied Behavior Analysis, 25, 823-840.
10. Daly, E. J. III, Lentz, F. E., Jr., & Boyer, J. (1996). The instructional hierarchy: A conceptual model for understanding the effective components of reading interventions. School Psychology Quarterly, 11, 369-386.
11. Daly, E. J. III, & Martens, B. K. (1994). A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. Journal of Applied Behavior Analysis, 27, 459-469.
12. Daly, E. J. III, Martens, B. K., Dool, E. J., & Hintze, J. M. (1998). Using brief functional analysis to select interventions for oral reading. Journal of Behavioral Education, 8, 203-218.
13. Daly, E. J. III, Martens, B. K., Hamler, K. R., Dool, E. J., &Eckert, T. L. (1999). A brief experimental analysis for identifying instructional components needed to improve oral reading fluency. Journal of Applied Behavior Analysis, 32, 83-94.
14. Daly, E. J. III, Murdoch, A., Lilienstein, L., Webber, L., &Lentz, R E., Jr. (2002). An examination of methods for testing treatments: Conducting brief experimental analyses of the effects of instructional components on oral reading fluency. Education and Treatment of Children, 25, 288-316.
15. Daly, E. J. III, Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26, 554-574.
16. Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21, 213-221.
17. Deno, S., & Gross, J. (1973). The Seward-University Project: A cooperative effort to improve school services and university training. In E. N. Deno (Ed.), Instructional alternatives for exceptional children (pp. 104-121). Arlington, VA: Council for Exceptional Children.
18. Dooley, P., Wilczenski, F. L., & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavioral Interventions, 3, 57-61.
19. Drasgow, E., & Yell, M. L. (2001). Functional behavioral assessments: Legal requirements and challenges. School Psychology Review, 30, 239-251.
20. Eckert, T. L., Ardoin, S. P., Daly, E. J. III, & Martens, B. K. (2002). Improving oral reading fluency: An examination of the efficacy of combining skill-based and performance-based interventions. Journal of Applied Behavior Analysis, 35, 271-281.
21. Edgington, E. S. (1983). Response-guided experimentation. Contemporary Psychology, 28, 64-65.
22. Ehrhardt, K. E., Barnett, D. W., Lentz, F. E., Jr., Stollar, S. A., & Reifin, L. H. (1996). Innovative methodology in ecological consultation: Use of scripts to promote treatment acceptability and integrity. School Psychology Quarterly, 11, 149-168.
23. Ervin, R. A., Radford, P. M., Bertsch, K., Piper, A. L., Ehrhardt, K. E., & Poling, A. (2001). A descriptive analysis and critique of the empirical literature on school-based functional assessment. School Psychology Review, 30, 193-210.
24. Fowler, S. (1986). Peer-monitoring and self-monitoring: Alternatives to traditional teacher management. Exceptional Children, 52, 573-581.
25. Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199-208.
26. Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204-219.
27. Gerber, M. M. (1988). Tolerance and technology of instruction: Implications for special education reform. Exceptional Children, 54, 309-314.
28. Gresham, F. M. (1989). Assessment of treatment integrity in school consultation/prereferral intervention. School Psychology Review, 18, 37-50.
29. Gresham, F. M. (1991). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, 20-36.
30. Gresham, F. M. (2001). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. Paper prepared for the OSEP Learning Disabilities Initiative, Washington, DC: U.S. Department of Education, Office of Special Education Programs.
31. Gresham, F. M., Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30, 156-172.
32. Gresham, F. M., & Witt, J. C. (1997). Utility of intelligence tests for treatment planning, classification, and placement decisions: Recent empirical findings and future directions. School Psychology Quarterly, 12, 249- 267.
33. Harding, J., Wacker, D. P., Cooper, L. J., Millard, T., &Jensen-Kovalan, P. (1994). Brief hierarchical assessment of potential treatment components with children in an outpatient clinic. Journal of Applied Behavior Analysis, 27, 291-300.
34. Hardman, M. L., McDonnell, J., & Welch, M. (1997). Perspectives on the future of IDEA. Journal of the Association for Persons with Severe Handicaps, 22, 61-77.
35. Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 23-40). Columbus, OH: Merrill.
36. Horner, R. H., & Sugai, G. (2000). School-wide positive behavioral support: An emerging initiative. Journal of Positive Behavioral Interventions, 2, 231-232.
37. Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 140 (26).
38. Kazdin, A. E. (1982). Single case research design. New York: Oxford University Press.
39. Kratochwill, T. R., Elliott, S. N., & Busse, R. T. (1995). Behavioral consultation: A five-year evaluation of consultant and client outcomes. School Psychology Quarterly, 10, 87-117.
40. LeLaurinm, K., & Wolery, M. (1992). Research standards in early intervention: Defining, describing, and measuring the independent variable. Journal of Early Intervention, 16, 275-287.
41. Lentz, F. E., Jr., Allen, S. J., & Ehrhardt, K. E. (1996). The conceptual elements of strong interventions in school settings. School Psychology Quarterly, 11, 118-136.
42. Lentz, F. E., Jr., & Shapiro, E. S. (1986). Functional assessment of the academic environment, School Psychology Review, 15, 346-357.
43. Macmann, G. M., Barnett, D. W., Allen, S. J., Bramlett, R. K., Hall, J. D., & Ehrhardt, K. E. (1996). Problem solving and intervention design: Guidelines for the evaluation of technical adequacy. School Psychology Quarterly, 11, 137-148.
44. Martens, B. K., Eckert, T. L., Bradley, T. A., & Ardoin, S. P. (1999). Identifying effective treatments from a brief experimental analysis: Using single-case design elements to aid decision making. School Psychology Quarterly, 14, 163-181.
45. Martens, B. K., & Kelly, S. Q. (1993). A behavior analysis of effective teaching. School Psychology Quarterly, 8, 10-26.
46. McComas, J. J., & Mace, F. C. (2000). Theory and practice in conducting functional analysis. In E. S. Shapiro & T. R. Kratochwill (Eds.), Behavioral assessment (2nd ed., pp. 78-103). New York: Guilford Press.
47. McConnell, S. R., Rush, K. L., McEvoy, M. A., Carta, J., Atwater, J., & Williams, R. (2002). Descriptive and experimental analysis of child-caregiver interactions that promote development of young children exposed prenatally to drugs and alcohol. Journal of Behavioral Education, 11, 131-161.
48. National Information Center for Children and Youth with Disabilities. (1999). Interventions for chronic behavior problems. Washington, DC: Author.
49. Noell, G. H., & Gresham, F. M. (1993). Functional outcome analysis: Do the benefits of consultation and prereferral intervention justify the cost? School Psychology Quarterly, 8, 200-227.
50. Northup, J., & Gully, V. (2001). Some contributions of functional analysis to the assessments of behaviors associated with attention deficit hyperactivity disorder and the effects of stimulant medication. School Psychology Review, 30, 227-328.
51. O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brookes/Cole.
52. O'Shaughnessy, T. E., Lane, K. L., Gresham, F. M., &Beebe- Frankenberger, M. E. (2003). Children placed at risk for learning and behavior difficulties. Remedial and Special Education, 24, 27-35.
53. Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., &Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.
54. Pennypacker, H. S., & Hench, L. L. (1998). Making behavioral technology transferable. The Behavior Analyst, 20, 97-108.
55. Reschly, D. J., & Ysseldyke, J. E. (2002). Paradigm shift: The past is not the future. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 3-20). Bethesda, MD: The National Association of School Psychologists.
56. Rhymer, K. N., Dittmer, K. I., Skinner, C. H., & Jackson, B. (2000). Effectiveness of a multi-component treatment for improving mathematics fluency. School Psychology Quarterly, 15, 40-51.
57. Rusch, E R., Connis, R. T., & Sower, J. (1979). The modification and maintenance of time spent attending to task using social reinforcement, token reinforcement and response cost in an applied restaurant setting. Journal of Special Education Technology, 2, 18-26.
58. Rusch, F. R., & Kazdin, A. E. (1981). Toward a methodology of withdrawal designs for the assessment of response maintenance. Journal of Applied Behavior Analysis, 14, 131-140.
59. Sainato, D. M., Strain, P. S., Lefebvre, D., & Rapp, N. (1990). Effects of self-evaluation on the independent work skills of preschool children with disabilities. Exceptional Children, 56, 540-549.
60. Sainato, D. M., Strain, P. S., & Lyon, S. R. (1987). Increasing academic responding of handicapped preschool children during group instruction. Exceptional Children, 56, 540-549.
61. Sechrest, L., West, S. G., Phillips, M. A., Redner, R., &Yeaton, W. (1979). Some neglected problems in evaluation research: Strength and integrity of treatments. In S. Sechrest, S. G. West, M. A. Phillips, R. Redner, & W. Yeaton (Eds.), Evaluation studies: Review annual (Vol. 4, pp. 15-35). Beverly Hills, CA: Sage.
62. Shapiro, E. S. (1996). Academic skills problems: Direct assessment and intervention (2nd ed.). New York: Guilford Press.
63. Shapiro, E. S., & Kratochwill, T. R. (Eds.). (2000). Behavioral assessment in schools: Theory, research, and clinical foundations (2nd ed.). New York: Guilford Press.
64. Sheridan, S. M., Kratochwill, T. R., & Elliott, S. N. (1990). Behavioral consultation with parents and teachers: Delivering treatment for socially withdrawn children at home and school. School Psychology Review, 19, 33-52.
65. Shinn, M. R., & Bamonto, S. (1998). Advanced applications of curriculum-based measurement: "Big ideas" and avoiding confusion. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 1-31). New York: Guilford Press.
66. Shinn, M. R., Good, R. H., & Parker, C. (1999). Noncategorical special education services with students with severe achievement deficits. In D. J. Reschly, W. D. Tilly, & J. P. Grimes (Eds.), Special education in transition: Functional assessment and noncategorical programming (pp. 81-105). Longmont, CO: Sopris West.
67. Sidman, M. (1960). Tactics of scientific research: Evaluating experimental data in psychology. Boston: Authors Cooperative.
68. Speece, D. L., & Case, L. P. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93, 735-749.
69. Stoiber, K. C., & Kratochwill, T. R. (2000). Empirically supported interventions and school psychology: Rationale and methodological issues. Part I. School Psychology Quarterly, 15, 75-105.
70. Tilly, D. W., Reschly, D. J., & Grimes, J. (1999). Disability determination in problem solving systems: Conceptual foundations and critical components. In D. J. Reschly, W. D. Tilly, & J. P. Grimes (Eds,), Special education in transition; Functional assessment and noncategorical programming (pp. 221-251). Longman, CO: Sopris West.
71. U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: Author.
72. VanAuken, T. L., Chafouleas, S. M., Bradley, T. A., &Martens, B. K. (2002). Using brief experimental analysis to select oral reading interventions: An investigation of treatment utility. Journal of Behavioral Education, 11, 163-179.
73. VanDerHeyden, A. M., Witt, J. C., & Gatti, S. (2001). Descriptive assessment method to reduce overall disruptive behavior in a preschool classroom. School Psychology Review, 30, 548-567.
74. Van Houten, R., & Hall, R. V. (2001). The measurement of behavior: Behavior modification. Austin, TX: PRO-ED.
75. Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
76. Vollmer, T. R., & Van Camp, C. M. (1998). Experimental designs to evaluate antecedent control. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 87-111). Baltimore: Brookes.
77. Wacker, D. P., Steege, M., & Berg, W. K. (1988). Use of single-case designs to evaluate manipulable influences on school performance. School Psychology Review, 17, 651-657.
78. Wolery, M. (1994). Implementing instruction for young children with special needs in early childhood classrooms. In M. Wolery & J. S. Wilburs (Eds.), Including children with special needs in early childhood programs (pp. 151-166). Washington, DC: NAEYC.
79. Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214.
80. Yeaton, W. H., & Sechrest, L. (1981). Critical dimensions in the choice and maintenance of successful treatments: Strength, integrity, and effectiveness. Journal of Consulting and Clinical Psychology, 49, 156-167.