Using Data-Based Individualized Adaptations to Enhance Tier 2 Social Skills Instruction

Bradshaw C. P. Mitchell M. M. Leaf P. J. (2010). Examining the effects of school-wide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133–148. https://doi.org/10.1177/1098300709334798

Bruhn A. L. Lane K. L. Hirsch S. E. (2014). A review of Tier 2 interventions conducted within multitiered models of behavioral prevention. Journal of Emotional and Behavioral Disorders, 22(3), 171–189. https://doi.org/10.1177/1063426613476092

Drummond T. (1994). The Student Risk Screening Scale (SRSS). Josephine County Mental Health Program.

Edmonds R. Z. Gandhi A. G. Danielson L. (Eds.). (2019). Essentials of intensive intervention. Guilford Publications.

Elliott S. N. Gresham F. M. (1993). Social skills interventions for children. Behavior Modification, 17(3), 287–313.

Goodman R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1337–1345. https://doi.org/10.1097/00004583-200111000-00015

Gresham F. M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46(3), 319–332. https://doi.org/10.1080/0305764X.2016.1195788

Gresham F. M. Sugai G. Horner R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331–344.

Horner R. H. Sugai G. Smolkowski K. Eber L. Nakasato J. Todd A. Esperanza J. (2009). A randomized, waitlist-controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133–144. https://doi.org/10.1177/1098300709332067

Kazdin A. E. (1971). The effect of response cost in suppressing behavior in a pre-psychotic retardate. Journal of Behavior Therapy and Experimental Psychiatry, 2, 137–140. https://doi.org/10.1016/0005-7916(71)90029-2

Kern L. Gaier K. Kelly S. Nielsen C. M. Commisso C. E. Wehby J. H. (2020). An evaluation of adaptations made to Tier 2 social skill training programs. Journal of Applied School Psychology, 36(2), 155–172. https://doi.org/10.1080/15377903.2020.1714858

Kern L. Wehby J. H. (2014). Using data to intensify behavioral interventions for individual students. TEACHING Exceptional Children, 46(4), 45–53.

Lam E. A. Kunkel A. K. McKevett N. M. McMaster K. L. (2022). Intensifying instruction to meet students’ early writing needs. TEACHING Exceptional Children, 54(3), 214–222. https://doi.org/10.1177/00400599211005165

Lochman J.E. Wells K.C. Lenhart L.A. (2008). Coping Power child group program: Facilitator guide. Oxford University Press.

Majeika C. E. Bruhn A. L. Sterrett B. I. McDaniel S. (2020). Reengineering Tier 2 interventions for responsive decision making: An adaptive intervention process. Journal of Applied School Psychology, 36(2), 111–132. https://doi.org/10.1080/15377903.2020.1714855

Majeika C. E. Van Camp A. M. Wehby J. H. Kern L. Commisso C. E. Gaier K. (2020). An evaluation of adaptations made to Check-In Check-Out. Journal of Positive Behavior Interventions, 22, 25–37.

McDaniel S. C. Bruhn A. L. Mitchell B. S. (2015). A Tier 2 framework for behavior identification and intervention. Beyond Behavior, 24(1), 10–17.

McGinnis E. (2011). Skillstreaming in early childhood: A guide for teaching prosocial skills. Research Press.

McGinnis E. Goldstein A. P. (1997). Skillstreaming the elementary school child: New strategies and perspectives for teaching prosocial skills. Research Press.

Rosenbloom R. Wills H. P. Mason R. Huffman J. M. Mason B. A. (2019). The effects of a technology-based self-monitoring intervention on on-task, disruptive, and task-completion behaviors for adolescents with autism. Journal of Autism and Developmental Disorders, 49(12), 5047–5062. https://link.springer.com/content/pdf/10.1007/s10803-019-04209-4.pdf

Simonsen B. Fairbanks S. Briesch A. Myers D. Sugai G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380. https://doi.org/10.1353/etc.0.0007

Simonsen B. Myers D. Everett S. Sugai G. Spencer R. LaBreck C . (2012). Explicitly teaching social skills schoolwide: Using a matrix to guide instruction. Intervention in School and Clinic, 47, 259–266.

Sugai G. Horner R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24, 23–50. https://doi.org/10.1300/J019v24n01_03

Swoszowski N. C. McDaniel S. C. Jolivette K. Melius P. (2013). The effects of Tier II Check-In/Check-Out including adaptation for non-responders on the off-task behavior of elementary students in a residential setting. Education and Treatment of Children, 36(3), 63–79.

Tobin T. Vincent C. Horner R. Dickey C. R. May S. (2012). Fidelity measures to improve implementation of positive behavioural support. International Journal of Positive Behavioural Support, 2(2), 12–19.

Wehby J. H. Kern L. (2014). Intensive behavior intervention: What is it, what is its evidence base, and why do we need to implement now? TEACHING Exceptional Children, 46(4), 38–44.

White J. Caniglia C. McLaughlin T. F. Bianco L. (2018). The effects of social stories and a token economy on decreasing inappropriate peer interactions with a middle school student. Learning Disabilities: A Contemporary Journal, 16(1), 75–86. https://files.eric.ed.gov/fulltext/EJ1179962.pdf