Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior.
Classroom interventions
Problem behavior
Student responsiveness
Journal
Prevention science : the official journal of the Society for Prevention Research
ISSN: 1573-6695
Titre abrégé: Prev Sci
Pays: United States
ID NLM: 100894724
Informations de publication
Date de publication:
07 2023
07 2023
Historique:
accepted:
07
04
2023
medline:
9
8
2023
pubmed:
1
5
2023
entrez:
1
5
2023
Statut:
ppublish
Résumé
Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers' attempts to engage them in the intervention, particularly for students with problem behaviors that may impede teachers' attempts to engage these students in intervention effectively. In the current study, we combine samples from four randomized controlled trials to examine the relationship between student outcomes and teacher attempts to deliver BEST in CLASS, a Tier 2 intervention, via student responsiveness. Delivery of BEST in CLASS and student responsiveness were assessed through direct observations and teachers' reported measures. Results suggest that teacher adherence and competence in delivering BEST in CLASS practices was associated with reductions in problem behavior from pretest to post-test via student responsiveness. Limitations of the current study and implications for future research are discussed.
Identifiants
pubmed: 37126132
doi: 10.1007/s11121-023-01537-x
pii: 10.1007/s11121-023-01537-x
pmc: PMC10150148
doi:
Types de publication
Journal Article
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
974-984Informations de copyright
© 2023. Society for Prevention Research.
Références
Asparouhov, T., & Muthen, B. (2006). Multilevel modeling of complex survey data. Proceedings of the joint statistical meeting in Seattle 2718–2726.
Barber, J. P., Crits-Christoph, P., & Luborsky, L. (1996). Effects of therapist adherence and competence on patient outcome in brief dynamic therapy. Journal of Consulting and Clinical Psychology, 64(3), 619–622.
doi: 10.1037/0022-006X.64.3.619
pubmed: 8698958
Berkel, C., Mauricio, A. M., Schoenfelder, E., & Sandler, I. N. (2011). Putting the pieces together: An integrated model of program implementation. Prevention Science, 12(1), 23–33. https://doi.org/10.1007/s11121-010-0186-1
doi: 10.1007/s11121-010-0186-1
pubmed: 20890725
pmcid: 5591031
Bradshaw, C. P., Pas, E. T., Bloom, J., Barrett, S., Hershfeldt, P., McKenna, A. A. M., Chafin, A. E., & Leaf, P. J. (2012). A state-wide partnership to promote safe and supportive schools: The PBIS Maryland initiative. Administration and Policy in Mental Health and Mental Health Services Research, 39(4), 225–237. https://doi.org/10.1007/s10488-011-0384-6
doi: 10.1007/s10488-011-0384-6
pubmed: 22246614
Carroll, K. M., Nich, C., Sifry, R. L., Nuro, K. F., Frankforter, T. L., Ball, S. A., & Rounsaville, B. J. (2000). A general system for evaluating therapist adherence and competence in psychotherapy research in the addictions. Drug and Alcohol Dependence, 57(3), 225–238. https://doi.org/10.1016/S0376-8716(99)00049-6
Chambers, D. A., Glasgow, R. E., & Stange, K. C. (2013). The dynamic sustainability framework: Addressing the paradox of sustainment amid ongoing change. Implementation Science, 8, 117. https://doi.org/10.1186/1748-5908-8-117
doi: 10.1186/1748-5908-8-117
pubmed: 24088228
pmcid: 3852739
Combs, K. M., Buckley, P. R., Lain, M. A., et al. (2022). Influence of classroom-level factors on implementation fidelity during scale-up of evidence-based interventions. Prevention Science, 23, 969–981. https://doi.org/10.1007/s11121-022-01375-3
doi: 10.1007/s11121-022-01375-3
pubmed: 35486297
pmcid: 9343275
Conroy, M. A., Sutherland, K. S., Granger, K. L., Marcolouides, K. M., Nemer, S. L., Huang, K., & Montession, A. (2022). Preliminary study of the effects of BEST in CLASS-Web on young children’s social-emotional and behavioral outcomes. Journal of Early Intervention, 44, 78–96. https://doi.org/10.1177/10538151211018662
doi: 10.1177/10538151211018662
Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18(1), 23–45.
doi: 10.1016/S0272-7358(97)00043-3
pubmed: 9455622
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327. https://doi.org/10.1007/s10464-008-9165-0
doi: 10.1007/s10464-008-9165-0
pubmed: 18322790
Enders, C. K. (2001). The impact of nonnormality on full information maximum-likelihood estimation for structural equation models with missing data. Psychological Methods, 6(4), 352–370. https://doi.org/10.1037/1082-989X.6.4.352
doi: 10.1037/1082-989X.6.4.352
pubmed: 11778677
Feil, E. G., Walker, H. M., & Severson, H. H. (1995). The early screening project for young children with behavior problems. Journal of Emotional and Behavioral Disorders, 3(4), 194–202. https://doi.org/10.1177/106342669500300401
doi: 10.1177/106342669500300401
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2004). Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria. Learning Disability Quarterly, 27(4), 216–227. https://doi.org/10.2307/1593674
doi: 10.2307/1593674
Gilmour, A. F., Sandilos, L. E., Pilny, W. V., Schwartz, S., & Wehby, J. H. (2022). Teaching students with emotional/behavioral disorders: Teachers’ burnout profiles and classroom management. Journal of Emotional and Behavioral Disorders, 30, 16–28. https://doi.org/10.1177/10634266211020258
doi: 10.1177/10634266211020258
Goncy, E. A., Sutherland, K. S., Farrell, A. D., Sullivan, T. N., & Doyle, S. T. (2015). Measuring teacher implementation in delivery of a bullying prevention program: The impact of instructional and procedural adherence and competence on student responsiveness. Prevention Science, 16, 440–450. https://doi.org/10.1007/s11121-014-0508-9
doi: 10.1007/s11121-014-0508-9
pubmed: 25283880
Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system: Teacher rating scales. Pearson Assessments.
Hogue, A., Henderson, C. E., Dauber, S., Barajas, P. C., Fried, A., & Liddle, H. A. (2008). Treatment adherence, competence, and outcome in individual and family therapy for adolescent behavior problems. Journal of Consulting and Clinical Psychology, 76(4), 544–555. https://doi.org/10.1037/0022-006X.76.4.544
doi: 10.1037/0022-006X.76.4.544
pubmed: 18665684
pmcid: 2843085
Huber, P. J. (1967). The behavior of maximum likelihood estimates under nonstandard conditions. In L. Lecam & J. Neyman (Eds.), Proceedings of the fifth Berkeley symposium on mathematical statistics and probability: Weather modification: Vol.1. Theory of statistics (pp. 221–234). University of California Press.
Humphrey, N., Hennessey, A., Lendrum, A., Wigelsworth, M., Turner, A., Panayiotou, M., Joyce, C., Pert, K., Stephens, E., Wo, L., Squires, G., Woods, K., Harrison, M., & Calam, R. (2018). The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: A cluster RCT. Public Health Research, 6, 10. https://doi.org/10.3310/phr06100
doi: 10.3310/phr06100
Kim, H. Y. (2013). Statistical notes for clinical researchers: Assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 38(1), 52–54. https://doi.org/10.5395/rde.2013.38.1.52
doi: 10.5395/rde.2013.38.1.52
Lacks, P., & Watson, S. B. (2018) The relationship between school climate and teacher self efficacy in a rural Virginia school system, School Leadership Review, 13 (1). Available at: https://scholarworks.sfasu.edu/slr/vol13/iss1/5
Low, S., Van Ryzin, M. J., Brown, E. C., Smith, B. H., & Haggerty, K. P. (2014). Engagement matters: Lessons from assessing classroom implementation of Steps to Respect: A Bullying Prevention Program over a one-year period. Prevention Science, 15, 165–176. https://doi.org/10.1007/s11121-012-0359-1
doi: 10.1007/s11121-012-0359-1
pubmed: 23456311
MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 99–128. https://doi.org/10.1207/s15327906mbr3901_4
McIntosh, K., Campbell, A. L., Carter, D. R., & Dickey, C. R. (2009). Differential effects of a tier two behavior intervention based on function of problem behavior. Journal of Positive Behavior Interventions, 11(2), 82–93. https://doi.org/10.1177/1098300708319127
doi: 10.1177/1098300708319127
McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2022). Development and initial psychometrics of a generic treatment integrity measure designed to assess practice elements targeting social, emotional, and behavioral outcomes in early childhood settings. Prevention Science, 23, 488–501. https://doi.org/10.1007/s11121-021-01304-w
doi: 10.1007/s11121-021-01304-w
pubmed: 34714503
Muthén, L. K., & Muthén, B. O. (2007). Mplus User’s Guide (6th ed.). Muthén & Muthén.
Olweus, D., & Limber, S. P. (2007). Olweus bullying prevention program: Teacher guide. Center City: Hazelden.
Ringwalt, C., Pankratz, M., Gottfredson, N., Jackson-Newsom, J., Dusenbury, L., Giles, S., Currey, D., & Hansen, B. (2009). The effects of students’ curriculum engagement, attitudes toward their teachers, and perception of their teachers’ skills on school-based prevention curriculum outcomes. Journal of Drug Education, 39(3), 223–237. https://doi.org/10.2190/DE.39.3.a
doi: 10.2190/DE.39.3.a
pubmed: 20196329
pmcid: 3071984
Sameroff, A., & Mackenzie, M. (2003). Research strategies for capturing transactional models of development: The limits of the possible. Development and Psychopathology, 15(3), 613–640. https://doi.org/10.1017/S0954579403000312
doi: 10.1017/S0954579403000312
pubmed: 14582934
Sanetti, L. M. H., Charbonneau, S., Knight, A., Cochrane, W. S., Kulcyk, M. C. M., & Kraus, K. E. (2020). Treatment fidelity reporting in intervention outcome studies in the school psychology literature from 2009 to 2016. Psychology in the Schools., 57, 901–922. https://doi.org/10.1002/pits.22364
doi: 10.1002/pits.22364
Sanetti, L. M. H., Cook, B. G., & Cook, L. (2021). Treatment fidelity: What it is and why it matters. Learning Disabilities Research & Practice, 36(1), 5–11. https://doi.org/10.1111/ldrp.122238
doi: 10.1111/ldrp.122238
Snyder, P., Hemmeter, M. L., & Fox, L. (2022). Essentials of practice-based coaching: Supporting effective practices in early childhood. Brookes.
Speece, D. L., & Walker, C. Y. (2007). What are the issues in Response to Intervention research? In D. Haager, J. Klingner, & S. Vaughn (Eds.), Evidence-based reading practices for response to intervention (pp. 287–301). Paul H. Brookes Publishing Co.
Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull, H. R., Wickham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131–143. https://doi.org/10.1177/109830070000200302
doi: 10.1177/109830070000200302
Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018a). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31–43. https://doi.org/10.1016/j.ecresq.2017.08.001
doi: 10.1016/j.ecresq.2017.08.001
Sutherland, K. S., Conroy, M. A., & Granger, K. (2020a). BEST in CLASS: A Tier-2 program for children with and at-risk for emotional/behavioral disorders. In T. Farmer, M. Conroy, E. Farmer, & K. Sutherland (Eds.), Handbook of research on emotional and behavioral disorders: Interdisciplinary developmental perspectives on children and youth (pp. 214–226). Routledge/Taylor & Francis.
doi: 10.4324/9780429453106-15
Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & Wu, E. (2018b). Teacher competence of delivery of BEST in CLASS as a mediator of treatment effects. School Mental Health, 10, 214–225. https://doi.org/10.1007/s12310-017-9224-5
doi: 10.1007/s12310-017-9224-5
Sutherland, K. S., Conroy, M. A., McLeod, B. D., Granger, K., Broda, M., & Kunemund, R. L. (2020b). A preliminary study of the effects of BEST in CLASS-Elementary on outcomes of elementary students with problem behavior. Journal of Positive Behavior Interventions, 22, 220–233. https://doi.org/10.1177/1098300719900318
doi: 10.1177/1098300719900318
Sutherland, K. S., McLeod, B. D., Conroy, M. A., Abrams, L. M., & Smith, M. M. (2014). Preliminary psychometric properties of the BEST in CLASS Adherence and Competence Scale. Journal of Emotional and Behavioral Disorders, 22, 249–259. https://doi.org/10.1177/1063426613497258
doi: 10.1177/1063426613497258
Sutherland, K. S., McLeod, B. D., Conroy, M. A., Mccormick, N. (2022). Developing treatment integrity measures for teacher-delivered interventions: progress recommendations and future directions. School Mental Health, 14(1) 7–19. https://doi.org/10.1007/s12310-021-09423-z
Sutherland, K. S., McLeod, B. D., & Kunemund, R. L. (2017). Scoring manual for the observational treatment integrity instrument for elementary school classrooms [Unpublished manuscript]. Virginia Commonwealth University.
Sutherland, K. S., & Oswald, D. P. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes. Journal of Child and Family Studies, 14(1), 1–14. https://doi.org/10.1007/s10826-005-1106-z
doi: 10.1007/s10826-005-1106-z
Walker, H. M., Small, J. W., Severson, H. H., Seeley, J. R., & Feil, E. G. (2014). Multiple-gating approaches in universal screening within school and community settings. In R. J. Kettler, T. A. Glover, C. A. Albers, & K. A. Feeney-Kettler (Eds.), Universal screening in educational settings: Evidence-based decision making for schools (pp. 47–75). American Psychological Association. https://doi.org/10.1037/14316-003
White, H., & Macdonald, G. M. (1980). Some large-sample tests for nonnormality in the linear regression model. Journal of the American Statistical Association, 75(369), 16–28. https://doi.org/10.1080/01621459.1980.10477415
doi: 10.1080/01621459.1980.10477415