ABAB design

, 57

Academic and behavioral deficits

, 118

Academic characteristics

, 95–96, 104

Academic Competence Scale

, 105, 107

Academic engagement

, 18

Academic routines in classroom

, 157

Academic skills

, 2

Accessibility

, 139–140

Adaptive Skills

, 101

AEPs. See Alternative education placements (AEPs)

Aggression

, 4, 15–16, 84–85, 101

Aggressive behaviors

, 70, 81, 84

Alternative education placements (AEPs)

, 6

characteristics

, 115

educational experiences in

, 116–117

funding inequities

, 115–116

PBIS in

, 114

placement decisions

, 118

practices for

, 115

school climate in

, 117–118

stigma associated with

, 115–116

students with EBD and

, 118–119

types

, 114

Alternative prosocial behavior

, 147

Alternative Setting-Positive Behavior Support (A-PBIS)

, 120, 125–127

American Educational Research Association Task Force

, 70–71

A-PBIS. See Alternative Setting-Positive Behavior Support (A-PBIS)

Arguing

, 84

Attention-deficit hyperactivity disorder (ADHD)

, 53, 60, 63, 151

Attention problems

, 101

Atypicality

, 101

Autism Spectrum score

, 103

BASC-2 Behavior and Emotional Screening System

, 14, 101, 106–107

Behavioral characteristics

, 2, 94–95, 104

Behavioral disabilities

definition

, 75–76

emotional disturbance

, 76

externalizing and internalizing behaviors

, 76–77

Individuals with Disabilities Education Act

, 76

involvement among youth with

bully-victim interaction

, 80–81

bully vs. aggression

, 81–82

educational settings and services

, 79–80

prevalence rates

, 77–79

Behavioral Symptoms Index

, 101, 104–106

Behavior-analytic framework

, 14

Behavior Assessment System for Children, Second Edition

, 14, 101, 106–107

Behavior intervention plans (BIPs)

, 85, 121

Behaviors

, 52

sampling method

, 17

specific target

, 149

Behavior-specific praise

, 84

BEST in CLASS

, 31

Between-participant variability

, 11

Booster training activities

, 23

Brain Gym®

, 142

Bullying

, 94

behavioral disabilities

, 75–77

behaviors

, 84–85

defining

, 70–71

implications

, 85–86

individualized prevention

, 84–85

involvement among youth with BD

, 77–82

outcomes related to

, 72

perpetration and bully victimization, outcomes related to

, 72

prevalence rates

perpetration

, 74–75

victimization

, 73–74

skill development, prevention programs

, 82

targeted prevention

, 84

theoretical understanding

, 71–72

universal-level prevention

, 83–84

and victimization

, 72, 80

See also Behavioral disabilities

Bully perpetration

, 79, 83

Bully perpetrators

, 81

Bully victims

, 72, 74, 80, 82

interaction

, 80–81

Bully vs. aggression

, 81–82

CAP. See Continuum of alternative placements (CAP)

CBM. See Curriculum-based measure (CBM)

CellF-Monitoring

, 58

Check-in/Check-out (CICO)

, 121, 125

Child Behavior Checklist

, 14

ChoreMonster

, 59

Chronic and escalating behavioral deficits

, 97

CLASS observation system

, 23

Classroom Assessment Scoring System (CLASS)

, 32

Classroom-based observational research

, 17–18, 24

Classroom behavior

measurement of

, 21, 24

See also Systematic direct observation (SDO)

Classroom instructional periods

, 19

Classroom instruction behavior

, 152–153

Classroom management skills (CMS)

, 30

behavior specific praise

, 31

disruptive/aggressive behavior

, 30–31

evidence-based

, 31

general praise

, 31

operational definitions of

, 40

opportunities to respond (OTR)

, 31

prompting expectations

, 31

teachers’

, 30

Classwide point system

, 151, 155

Code behavior live/record observations

, 18–19

Coding behaviors

, 10

Coding manual

development

, 14–15

operationally defining behaviors

as indicators

, 16–17

level of inference

, 16

“molecular vs. molar” taxonomies

, 16

“physically based versus socially based”

, 16

“topographical versus functional”

, 16

verbal disruptions

, 17

specificity for coding behavior, level of

, 15–16

Competing problem behaviors

, 147

Computer-adaptive learning and TBSM

, 65

Computer-assisted coding software

, 19

Context-dependent behaviors

, 13–14

Contextual variables

, 13

Continuous timed-event sampling

, 17, 19

Continuum of alternative placements (CAP)

, 2–4

Cooperative tasks, structured activities

, 151

Corrective feedback

, 148

Council for Exceptional Children (CEC)

, 133–134

Craft behavior intervention plans (BIPs)

, 85

Criminal justice systems

, 118–119

Curriculum-based measure (CBM)

, 103

Cybervictimization

, 79

Daily mental health measurements, TBSM

, 56

Danielson Framework

, 32

Decision rules

, 23

Decision study (D-study)

, 32–33, 42–43

Decision supports, TBSM

, 56

Defiance

, 2, 94, 97

Dependability coefficient

, 33, 47–48

Depression

, 56, 76, 97, 101

Desired behaviors

, 52

Diabetes management, TBSM

, 55

Direct observation procedures

, 32, 39

teacher behaviors, descriptive statistics

, 43

training

, 39–41

Disruptive classroom behavior

, 31

EasyCBM

, 104

probe

, 106

EasyCBM Oral Reading Fluency

, 103

EBD. See Emotional and behavioral disorders (EBD)

EBPs. See Evidence-based practices (EBPs)

Ecological Systems Framework

, 71

Education, TBSM

ABAB design

, 57

CellF-Monitoring

, 58

electronic tools

, 58

Habit List

, 59

health-related behaviors

, 59

HootSuite

, 58

I-Connect

, 60–62

monitoring

, 59–60

off-task behavior

, 58

online app stores

, 59

school-based self-monitoring

, 57

in schools

, 59

SCORE IT

, 62–64

self-management and independence

, 58–59

self-monitoring apps

, 59

self-recording

, 57

social validity questionnaires

, 58

student response systems

, 58

Educational placement

, 80

Electronic tools, TBSM

, 58

Elementary and Secondary Education Act of 1965

, 114

Emotional and behavioral disorders (EBD)

, 2, 18, 51–52

continuum of alternative placements (CAP)

, 3–4

evidence-based practices (EBPs) in

, 134–135

functional behavioral assessment (FBA)

, 3

students with

, 53, 94–96

Emotional disturbance (ED)

, 76, 94

Evidence-based practices (EBPs)

, 6

in EBD

, 134–135

in emotional and behavioral disorders (EBD)

, 134–135

expectations for practitioners

information access

, 141

useable intervention selection

, 140

web-based sources, trustworthiness

, 141–142

issues and challenges

, 142–143

sources of

accessibility

, 139–140

information sources to practitioners

, 136

peer-reviewed research

, 138

practitioner articles

, 138

research-to-practice gap

, 135

trustworthiness

, 135–137

usability

, 138

useability

, 138–139

in special education

, 132–134

Exceptional Children

, 132–133, 137

Externalizing Problems

, 101

Fighting

, 79

Fitbit

, 55

Focus

, 41

Functional behavioral assessment (FBA)

, 2–3, 85, 126, 149, 158

Function-based social skills intervention

academic routines in classroom

, 157

behavior effects

, 156–157

behavior measurement and data analysis

, 150, 154

conduct

, 149–150, 153–154

design and procedure

, 153

generalization of

, 147–148, 157–158

instruction

, 149–151

measurement

, 152–153

multicomponent intervention

classwide point system

, 151, 155

structured recess activity

, 151, 155

whole-class and small group lessons at recess

, 150, 154–155

packaged social skills training programs

, 157

setting and participant

, 151–152

social skills instruction

, 146–147

in student behavior

, 158

treatment fidelity

, 151, 156

G-coefficient

, 42

for relative decisions

, 33

variance components

, 44

Generalizability (G) study

classroom management skills

, 30–31

and decision studies

, 21–22

direct observation approaches

, 32

direct observations of teachers behavior

, 33–38

generalizability theory

, 32–33

limitations

, 46–47

method

data analysis

, 41–43

procedures

, 38–41

sample

, 38–39

purpose

, 38

results

decision study

, 44–45

descriptive statistics

, 43

variance components

, 43–44

of teacher practice

, 34–37

Generalizability theory

, 32–33

Glucose monitoring and TBSM

, 55

Good Behavior Game

, 31

Group contingency protocol

, 12–13

Group- or zone-based momentary time sampling procedure

, 20

Habit List

, 59

Health Behavior in School-aged Children survey

, 74–75

Health records and TBSM

, 55

Health-related behaviors, TBSM

, 59

Homophobic name-calling

, 83

HootSuite

, 58

Hyperactivity

, 94, 101

I-Connect

, 60–62

IEP. See Individualized education program (IEP)

Inappropriate hands-on contact

, 152–153

Inappropriate student behavior

, 15

Inappropriate verbal interaction

, 152–153

Incentive system, social skills

, 148

Incredible Years Teacher Classroom Management

, 31

Indicators of constructs

, 14

Individualized education program (IEP)

, 85, 97

Individuals with Disabilities Education Act

, 76

Information access, EBPs

, 141

Information sources to practitioners, EBPs

, 136

Instruction behavior, recess and classroom

, 155

Interactive Behavior Change Technology

, 56

Internalizing Problems

, 101

Inter-observer agreement (IOA)

, 18, 153

assessment

, 23

indices

, 32

observations

, 102

procedures

, 41

Interval-based system

, 64

Interval sampling

, 17

Invisible hand

, 71–72

Juvenile justice facilities

, 114

Kappa coefficient

, 32

Kaufman Test of Educational Achievement, Second Edition (KTEA-II)

, 102–103, 107–108

KidtoDo

, 59

Learning disabilities (LD)

, 53

Least restrictive environment (LRE)

, 4, 96–98

Likert rating scale

, 32–34, 46

Linear regression analyses

, 107

Low inference direct observation approaches

, 32

LRE. See Least restrictive environment (LRE)

MapMy Run

, 59

Math Brief Form subtest

, 102

Measurement error

, 32–33

Medical and health fields, TBSM

daily mental health measurements

, 56

decision supports

, 56

diabetes management

, 55

Fitbit

, 55

glucose monitoring and

, 55

health records

, 55

Interactive Behavior Change Technology

, 56

mental health

, 55

mobile applications

, 56

pedometers

, 55

physical activity

, 55

recommendations

, 56–57

self-monitoring

, 55–56

on weight loss

, 55

MediRem

, 59

Mental health and TBSM

, 55

Minimum variance

, 42

Mobile applications, TBSM

, 56

Molecular vs. molar taxonomies

, 16

Momentary time sampling

, 17–18

Monitoring, TBSM

, 59–60

Motivador™

, 54

Multi-Option Observation System for Experimental Studies (MOOSES)

, 20

Multiple response classes

, 15

National Academies of Sciences, Engineering, & Medicine (NASEM)

, 70

National Center for Education Statistics (NCES)

, 114–115

National Crime Victimization Survey

, 73

Nonresidential day treatment program

, 97

Observation session

, 41

Observer

, 41

Observer training protocols

, 22–23

Occurrence and nonoccurrence agreement indices

, 32

Office discipline referrals (ODRs)

, 121

Off-task behavior, TBSM

, 58

“One size fits all” approach

, 83–84

One-to-one educational aide (EA)

, 151

Online app stores, TBSM

, 59

On-/off-task behavior

, 18

On-task behavior

, 18–19, 53

Opportunities to respond (OTR)

, 31, 38, 41, 43–46

PACER’s National Bullying Prevention Center (2016)

, 85

Packaged social skills training programs

, 157

Paper-and-pencil data collection forms

, 19

Partial interval sampling

, 17–18

PBIS. See Positive behavioral interventions and supports (PBIS)

Pedometers

, 55

Peer engagement

, 152

Percentile rank

, 101

Perpetration

and bully victimization, outcomes related to

, 72

prevalence rates

, 74–75

Phi-coefficient

, 33, 42, 44

Physical activity, TBSM

, 55

Physical aggression

, 15, 81, 83, 94

Physical bullying

, 71

Placement decisions

, 3–4

Planned Activity Check

, 20

Playing alone

, 152

Point-by-point agreement

, 23

Positive behavioral interventions and supports (PBIS)

, 6, 83

in alternative education placements (AEPs)

, 114

A-PBIS

, 125–127

framework

, 119–120

integrating in AEPS

general behavior

, 124–125

office discipline referrals

, 121

sampling of existing PBIS and AEP research

, 122–124

serious behavior

, 121–124

Practitioner-friendly articles

, 139

Preservice teacher supervisors

, 32

Proactive aggressors

, 81–82

Problem Behavior Scale

, 105

Professional development support

, 30

Program-specific placements

, 114

Prosocial engagement

, 153

Prosocial peer engagement

, 152

Psychometric evaluation

, 30

Psychosocial symptoms, bullying

, 72

Quality indicators (QI) papers

, 133–134

Rating scales

, 11

Reactive victim

, 82

READ 180

, 62–63

Reading performance

, 53

Recess and classroom instruction behavior

, 155

Recess behavior

, 152

Relational perpetration

, 79

Relational victimization

, 79

Relative decisions

, 33

Reliability

, 32–33, 44–48, 101

REML. See Restricted maximum likelihood (REML)

Residential facilities

, 114

behavior and social skills, patterns of

, 107

educational services in

, 97

engagement in

, 107

LRE

, 98

staff in

, 98

students in

, 98–99, 108

See also Students served in residential settings

Resource and self-contained classrooms

, 97

Responsive Classroom program

, 31, 39

Restricted maximum likelihood (REML)

, 42–43

Risky or delinquent behaviors

, 81

Role stability

, 71

School administrators

, 32

School-aged youth, victimization

, 73

School-based self-monitoring, TBSM

, 57

School-level leadership teams

, 119

School Problems

, 101

School Problems Composite

, 105

SCORE IT

, 62–64

SDO. See Systematic direct observation (SDO)

Self-contained classrooms and schools

, 95–96, 114

Self-control

, 52

Self-injury and students served in residential settings

, 97–98

Self-management

, 52

Self-monitoring

, 52–56

apps

, 59

Self-recording

, 52–53, 57

Sexual harassment/violence

, 83

Social and Emotional Learning Approach

, 83

Social exclusion

, 71

Socialization

, 84

Socialized aggression

, 81–82

Socialized aggressor

, 81–82

Social skills

, 146

competing problem behaviors and

, 147

generalization of

, 147–148

instruction

, 146–147

training

, 147

See also Function-based social skills intervention

Social Skills Improvement System (SSIS)

, 14, 104

Social validity

, 153

questionnaires, TBSM

, 58

Specific learning disability (SLD)

, 134

SSIS. See Social Skills Improvement System (SSIS)

Structured learning approach

, 146

Structured recess activity

, 151, 155

Student behavior

, 10, 12–15, 20–21

Student response systems, TBSM

, 58

Students served in residential settings

chronic and escalating behavioral deficits

, 97

educational component

, 98

future research, limitations and implications for

, 108

Individualized Education Program teams

, 97

least restrictive environment (LRE)

, 96–98

method

Behavior Assessment System for Children, Second Edition

, 101

data analysis

, 103–104

data collection

, 100–101

direct observations

, 101–102

EasyCBM Oral Reading Fluency

, 103

Kaufman Test of Educational Achievement, Second Edition (KTEA-II)

, 103

participants

, 99–100

setting

, 99–100

Social Skills Improvement System (SSIS)

, 103

nonresidential day treatment program

, 97

purpose

, 98–99

resource and self-contained classrooms

, 97

results

academic characteristics

, 104

behavioral characteristics

, 104

regression analyses

, 105–106

social characteristics

, 104

self-injury and

, 97–98

staff in residential facilities

, 98

zero tolerance infraction

, 97

Students with behavioral disabilities

definition

, 75–76

emotional disturbance

, 76

externalizing and internalizing behaviors

, 76–77

Individuals with Disabilities Education Act

, 76

involvement

bully-victim interaction

, 80–81

bully vs. aggression

, 81–82

educational settings and services

, 79–80

prevalence rates

, 77–79

See also Bullying

Students with emotional and behavioral disorders (EBD)

academic characteristics

, 95–96

behavioral characteristics

, 94–95

negative outcomes

, 96

social performance

, 96

Student-teacher relationships

, 71–72

Suicidal thoughts

, 72

System 44

, 62

Systematic direct observation (SDO)

, 10–11

advantages

, 10–11

coding manual development

, 14–17

future research

, 23–24

indirect measures and

, 11

measuring

observations, number and duration

, 21–22

participant sampling

, 20–21

recording and coding procedures

, 18–20

selecting behavior sampling methods

, 17–18

purpose

, 12

resources

, 11

system breakdowns

interobserver agreement assessment

, 23

training observers

, 22–23

target behaviors and objects of measurement

, 12–14

Targeted skills

, 148

TBSM. See Technology-based self-monitoring (TBSM)

Teachers

behavior

, 9–10, 12, 14, 19–20, 22–24

CMS, See Classroom management skills (CMS)

craft behavior intervention plans (BIPs)

, 85

functional behavioral assessment (FBA)

, 85

Teacher–Child Interaction Direct Observation System (TCIDOS)

, 16

Teacher-directed OTR

, 33–34

Teacher educators

, 142–143

Teacher-implemented interventions

, 14

Teacher Rating Scales

, 101

Teaching Exceptional Children

, 139, 142

Teasing

, 84

Technology-based self-monitoring (TBSM)

, 5

data

, 65

in education

, 57–64

human interaction

, 65–66

in medical and health fields

, 54–57

research

, 64–65

Token reinforcement programs

, 148

Training observers

, 22–23

Treatment fidelity

, 18, 151, 156

Trust-based relationships

, 117

Trustworthiness

, 135–137

T-score

, 101

Under-employment

, 118–119

Undesired behaviors

, 52

Universal bully prevention programs

, 83–84

Usability

, 138

US Department of Education’s Office of Special Education Programs (2016)

, 31

US Department of Education’s School Crime Supplement

, 73–74

Useability

, 138–139

Useable intervention selection, EBPs

, 140

Variance component analysis

, 45–46

Verbal aggression

, 84, 94

Victimization

, 79

outcomes related to

, 72

prevalence rates

, 73–74

Video-recording sessions, coding

, 19

Video vs. live practice sessions

, 22

WCPM. See Word correct per minute (WCPM) score

Web-based sources, trustworthiness

, 141–142

Weight loss, TBSM

, 55

Whole-class and small group lessons at recess

, 150, 154–155

Whole interval sampling

, 17

Withdrawal

, 101

Word correct per minute (WCPM) score

, 103

Zero tolerance

, 118

infraction

, 97