A Systematic Review of the Evaluation of Social Validity in Experimental Examinations of Tier 2 Schoolwide Positive Behavior Interventions

Abstract

Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,’ students,’ and families’ perceptions regarding the social validity of Tier 2 interventions may further facilitate the scale-up of this more resource-intensive level of the multitiered model. The primary objective of this systematic literature review was to evaluate the social validity of Tier 2 interventions in 48 experimental studies, 65% of which systematically assessed social validity. Almost all studies reporting social validity data surveyed student participants and teachers (94%). Results indicated teachers and students primarily reported positive perceptions regarding Tier 2 interventions, although some teachers expressed concerns with effectiveness of the outcomes. Findings provide insights that can help promote the scale-up and broader dissemination of Tier 2 supports.

Keywords

positive behavior support(s)prevention of challenging behavior(s)

Get full access to this article

View all access options for this article.

References

Beahm

L. A.

Yan

Cook

B. G.

(2021). Where do teachers go for behavior management strategies? Education and Treatment of Children, 44(3), 201–213. https://doi.org/10.1007/s43494-021-00046-2

Berger

N. I.

Manston

Ingersoll

(2016). Establishing a scale for assessing the social validity of skill building interventions for young children with autism spectrum disorder. Journal of Autism and Developmental Disorder, 46(10), 3258–3260. https://doi.org/10.1007/s10803-016-2863-9

*Blair

K.-S. C.

Fox

Lentini

(2010). Use of positive behavior support to address the challenging behavior of young children within a community early childhood program. Topics in Early Childhood Special Education, 30(2), 68–79. https://doi.org/10.1177/0271121410372676

Blair

K.-S. C.

Park

Kim

(2021). A meta-analysis of Tier 2 interventions implemented within school-wide positivebehavioral interventions and supports. Psychology in the Schools, 58(1), 141–161. https://doi.org/10.1002/pits.22443

*Borawska-Popielarz

(2016). Addressing internalizing problems in middle school youth with check in/check out (Publication No. 10006591) [Doctoral dissertation, Waldon University]. ProQuest Dissertations Publishing.

*Boyd

J. R.

Anderson

C. M.

(2013). Breaks are better: A tier II social behavior intervention. Journal of Behavioral Education, 22(4), 348–365. https://doi.org/10.1007/s10864-013-9184-2

*Bradshaw

C. P.

Lindstrom Johnson

Zhu

Pas

E. T.

(2020). Scaling-up behavioral health promotion efforts in Maryland: The economic benefit of Positive Behavioral Interventions and Supports. School Psychology Review, 50(1), 99–109. https://doi.org/10.1080/2372966X.2020.1823797

Bradshaw

C. P.

Mitchell

M. M.

Leaf

P. J.

(2010). Examining the effects of schoolwide 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

Bradshaw

C. P.

Pas

E. T.

Goldweber

Rosenberg

M. S.

Leaf

P. J.

(2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion, 5(3), 177–193. https://doi.org/10.1080/1754730X.2012.707429

10.

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

11.

*Bruhn

A. L.

Woods-Groves

Fernando

Choi

Troughton

(2017). Evaluating technology-based self-monitoring as a Tier 2 intervention across middle school settings. Behavioral Disorders, 42(3), 119–131. https://doi.org/10.1177/0198742917691534

12.

*Bunch-Crump

K. R.

(2015). The effects of tier ii check-in check-out intervention and Tier III function-based self-management on the disruptive behavior and academic engagement of selected African American male students [Doctoral dissertation, University of North Carolina at Charlotte]. ProQuest Dissertations Publishing.

13.

*Bunch-Crump

K. R.

(2017). An Investigation of multitiered behavioral interventions on disruptive behavior and academic engagement of elementary students. Journal of Positive Behavior Interventions, 19(4), 216–227. https://doi.org/10.1177/1098300717696939

14.

*Campbell

Anderson

C. M.

(2008). Enhancing effects of check-in/check-out with function-based support. Behavioral Disorders, 33(4), 233–245. https://doi.org/10.1177/019874290803300404

15.

*Campbell

Anderson

C. M.

(2011). Check-in/check-out: A systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 44(2), 315–326. https://doi.org/10.1901/jaba.2011.44-315

16.

Carr

J. E.

Austin

J. L.

Britton

L. N.

Kellum

K. K.

Bailey

J. S.

(1999). An assessment of social validity trends in applied behavior analysis. Behavioral Interventions, 14(4), 223–231.

17.

Chafouleas

S. M.

Briesch

A. M.

McCoach

D. B.

Dineen

J. N.

(2018). Usage rating profile–NEEDS. Storrs, CT: University of Connecticut.

18.

Chafouleas

S. M.

Briesch

A. M.

Neugebauer

S. R.

Riley-Tillman

T. C.

(2011). Usage rating profile–intervention (Revised). University of Connecticut.

19.

*Collins

T. A.

Cook

C. R.

Dart

E. H.

Socie

D. G.

Renshaw

T. L.

Long

A. C.

(2016). Improving classroom engagement among high school students with disruptive behavior: Evaluation of the Class Pass Intervention. Psychology in the Schools, 53(2), 204–219. https://doi.org/10.1002/pits.21893

20.

*Cuccaro

Geitner

(2007). Lunch and recess: The “Eye of the Storm” using targeted interventions for students with behavioral problems. Teaching Exceptional Children Plus, 3(4), Article 2.

21.

Dariotis

J. K.

Mirabal-Beltran

Cluxton-Keller

Gould

L. F.

Greenberg

M. T.

Mendelson

(2017). A qualitative exploration of implementation factors in a school-based mindfulness and yoga program: Lessons learned from students and teachers. Psychology in the Schools, 54(1), 53–69. https://doi.org/10.1002/pits.21979

22.

*Dart

E. H.

Furlow

C. M.

Collins

T. A.

Brewer

Gresham

F. M.

Chenier

K. H.

(2015). Peer-mediated check-in/check-out for students at-risk for internalizing disorders. School Psychology Quarterly, 30(2), 229–243. https://doi.org/10.1037/spq0000092

23.

*Deenihan

(2019). Using the prevent-teach-reinforce for secondary (PTR-SEC) model for high school students with autism spectrum disorders (Publication No. 13811338) [Doctoral Dissertation, University of South Florida]. ProQuest Dissertations Publishing.

24.

Elliott

S. N.

Treuting

M. V. B.

(1991). The Behavior Intervention Rating Scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29(1), 43–51. https://doi.org/10.1016/0022-4405(91)90014-I

25.

*Ennis

Jolivette

Swoszowski

Johnson

M. L.

(2012). Secondary prevention efforts at a residential facility for students with emotional and behavioral disorders: Function-based check-in, check-out. Residential Treatment for Children & Youth, 29(2), 79–102. https://doi.org/10.1080/0886571X.2012.669250

26.

*Fairbanks

Sugai

Guardino

Lathrop

(2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73(3), 288–310. https://doi.org/10.1177/001440290707300302

27.

*Fallon

L. M.

Feinberg

A. B.

(2017). Implementing a Tier 2 behavioral intervention in a therapeutic alternative high school program. Preventing School Failure: Alternative Education for Children and Youth, 61(3), 189–197. https://doi.org/10.1080/1045988X.2016.1254083

28.

Finn

C. A.

Sladeczek

I. E.

(2001). Assessing the social validity of behavioral interventions: A review of treatment acceptability measures.

29.

School Psychology Quarterly, 16(2), 176–206. https://doi.org/10.1521/scpq.16.2.176.18703

30.

Gage

N. A.

Whitford

D. K.

Katsiyannis

(2018). A review of schoolwide positive behavior interventions and supports as a framework for reducing disciplinary exclusions. The Journal of Special Education, 52(3), 142–151. https://doi.org/10.1177/0022466918767847

31.

*Gerard

V. A.

(2008). Checkmates: A high school targeted intervention for at-risk ninth graders (Publication No. 3276049) [Doctoral Dissertation, University of Oregon]. ProQuest Dissertations Publishing.

32.

*Gresham

F. M.

Van

M. B.

Cook

C. R.

(2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363–377. https://doi.org/10.1177/019874290603100402

33.

*Griller Clark

Mathur

S. R

. (2015). Merging two worlds: A tier two model to promote transition of youth from residential settings to the community. Residential Treatment for Children & Youth, 32(4), 280–298. https://doi.org/10.1080/0886571X.2015.1113456

34.

*Hawken

L. S.

(2006). School psychologists as leaders in the implementation of a targeted intervention: The Behavior Education Program. School Psychology Quarterly, 21(1), 91–111. https://doi.org/10.1521/scpq.2006.21.1.91

35.

Hawken

L. S.

Horner

R. H.

(2003). Evaluation of a targeted intervention within a schoolwide system of behavior support. Journal of Behavioral Education, 12, 225–240.

36.

*Hawken

L. S.

O’Neill

R. E.

MacLeod

K. S.

(2011). An investigation of the impact of function of problem behavior on effectiveness of the Behavior Education Program (BEP). Education and Treatment of Children, 34(4), 551–574. https://doi.org/10.1353/etc.2011.0031

37.

*Hawken

L. S.

MacLeod

K. S.

Rawlings

(2007). Effects of the Behavior Education Program (BEP) on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9(2), 94–101. https://doi.org/10.1177/10983007070090020601

38.

Hawkins

R. P.

(1991). Is social validity what we are interested in? Argument for a functional approach. Journal of Applied Behavior Analysis, 24(2), 205–213. https://doi.org/10.1901/jaba.1991.24-205

39.

Horner

R. H.

Carr

E. G.

Halle

McGee

Odom

Wolery

(2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179. https://doi.org/10.1177/001440290507100203

40.

Horner

R. H.

Sugai

(2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80–85. https://doi.org/10.1007/s40617-015-0045-4

41.

Horner

Salantine

Albin

(2003). Self assessment of contextual fit in schools. Eugene, OR: Educational and Community Supports.

42.

Hugh

M. L.

Johnson

L. D.

Cook

(2022). Preschool teachers’ selection of social communication interventions for children with autism: An application of the theory of planned behavior. Autism, 26(1), 188–200. https://doi.org/10.1177/13623613211024795

43.

*Karhu

Paananen

Närhi

Savolainen

(2021). Implementation of the inclusive CICO Plus intervention for pupils at risk of severe behaviour problems in SWPBS schools. European Journal of Special Needs Education, 36(5), 758–772. https://doi.org/10.1080/08856257.2020.1809801

44.

Kazdin

A. E.

(1977). Assessing the clinical or applied importance of behavior change through social validation.Behavior Modification, 1(4), 427–452. https://doi.org/10.1177/014544557714001

45.

*Kladis

Hawken

L. S.

O’Neill

R. E.

Fischer

A. J.

Fuoco

K. S.

O’Keeffe

B. V.

Kiuhara

S. A.

(2020). Effects of check-in check-out on engagement of students demonstrating internalizing behaviors in an elementary school setting. Behavioral Disorders, 48, 83–96. https://doi.org/10.1177/0198742920972107

46.

*Kolbe-Holden

(2018). An evaluation of social skill intervention effects using the skill streaming curriculum (Publication No. 10607007) [Doctoral Dissertation, University of Southern Maine]. ProQuest Dissertations Publishing.

47.

*Lane

K. L.

Harris

Graham

Driscoll

Sandmel

Morphy

Hebert

House

Schatschneider

(2011). Self-regulated strategy development at Tier 2 for second-grade students with writing and behavioral difficulties: A randomized controlled trial. Journal of Research on Educational Effectiveness, 4(4), 322–353. https://doi.org/10.1080/19345747.2011.558987

48.

Ledford

J. R.

Hall

Conder

Lane

J. D.

(2016). Research for young children with autism spectrum disorders: Evidence of social and ecological validity. Topics in Early Childhood Special Education, 35(4), 223–233.

49.

Leko

M. M.

(2014). The value of qualitative methods in social validity research. Remedial and Special Education, 35(5), 275–286.https://doi.org/10.1177/0741932514524002

50.

Lewis

T. J.

Simonsen

McIntosh

George

H. P.

(2023). Supporting scale-up of positive behavioral interventions and supports: A national technical assistance model. In Evans

S. W.

Owens

J. S.

Bradshaw

C. P.

Weist

M. D.

(Eds.), Handbook of school mental health—Innovations in science and practice (3rd ed.). Springer.

51.

*MacLeod

K. S.

Hawken

L. S.

O’Neill

R. E.

Bundock

(2016). Combining Tier 2 and Tier 3 supports for students with disabilities in general education settings. Journal of Educational Issues, 2(2), 331–351. https://doi.org/10.5296/jei.v2i2.10183

52.

Maggin

D. M.

Talbott

Van Acker

E. Y.

Kumm

(2017). Quality indicators for systematic reviews in behavioral disorders. Behavioral Disorders, 42(2), 52–64. https://doi.org/10.1177/0198742916688653

53.

Maggin

D. M.

Wehby

J. H.

Farmer

T. W.

Brooks

D. S.

(2016). Intensive interventions for students with emotional and behavioral disorders: Issues, theory, and future directions. Journal of Emotional and Behavioral Disorders, 24(3), 127–137. https://doi.org/10.1177/1063426616661498

54.

*Majeika

C. E.

Walder

J. P.

Hubbard

J. P.

Steeb

K. M.

Ferris

G. J.

Oakes

W. P.

Lane

K. L.

(2011). Improving on-task behavior using a functional assessment-based intervention in an inclusive high school setting. Beyond Behavior, 20(3), 55–66.

55.

*Majeika

C. E.

Wehby

J. H.

Hancock

E. M.

(2022). Are breaks better? A comparison of breaks are better to check-in check-out. Behavioral Disorders, 47(2), 118–133. https://doi.org/10.1177/01987429211001816

56.

Marchant

Heath

M. A.

Miramontes

N. Y.

(2012). Merging empiricism and humanism: Role of social validity in the school-wide positive behavior support model. Journal of Positive Behavior Interventions, 15(4), 221–230. https://doi.org/10.1177/1098300712459356

57.

*Marchant

M. R.

Solano

B. R.

Fisher

A. K.

Caldarella

Young

K. R.

Renshaw

T. L.

(2007). Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors. Psychology in the Schools, 44(8), 779–794. https://doi.org/10.1002/pits.20265

58.

Martens

B. K.

Witt

J. C.

Elliott

S. N.

Darveaux

D. X.

(1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice, 16(2), 191–198. https://doi.org/10.1037/0735-7028.16.2.191

59.

McCurdy

B. L.

Thomas

Truckenmiller

Rich

S. H.

Hillis-Clark

Lopez

J. C.

(2016). School-wide positive behavioral interventions and supports for students with emotional and behavioral disorders. Psychology in the Schools, 53(4), 375–389. https://doi.org/10.1002/pits.21913

60.

*McDaniel

S. C.

Bruhn

A. L.

(2016). Using a changing-criterion design to evaluate the effects of check-in/check-out with goal modification. Journal of Positive Behavior Interventions, 18(4), 197–208. https://doi.org/10.1177/1098300715588263

61.

*McDaniel

S. C.

Lochman

J. E.

Tomek

Powell

Irwin

Kerr

(2018). Reducing risk for emotional and behavioral disorders in late elementary school: A comparison of two targeted interventions. Behavioral Disorders, 43(3), 370–382. https://doi.org/10.1177/0198742917747595

62.

*McIntosh

Campbell

A. L.

Carter

D. R.

Rossetto Dickey

(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

63.

McIntosh

Mercer

S. H.

Hume

Frank

Turri

Mathews

(2013). Factors related to sustained implementation of school-wide positive behavior support. Exceptional Children, 79, 293–311.

64.

McNeill

(2019). Social validity and teachers’ use of evidence-based practices for autism. Journal of Autism and Developmental Disorders, 49(11), 4585–4594. https://doi.org/10.1177/1098300713517141

65.

*Miller

L. M.

Dufrene

B. A.

Joe Olmi

Tingstrom

Filce

(2015). Self-monitoring as a viable fading option in check-in/check-out. Journal of School Psychology, 53(2), 121–135. https://doi.org/10.1016/j.jsp.2014.12.004

66.

*Miller

L. M.

Dufrene

B. A.

Sterling

H. E.

Olmi

D. J.

Bachmayer

(2015). The effects of check-in/check-out on problem behavior and academic engagement in elementary school students. Journal of Positive Behavior Interventions, 17(1), 28–38. https://doi.org/10.1177/1098300713517141

67.

*Miller

M. A.

Fenty

Scott

T. M.

Park

K. L.

(2011). An examination of social skills instruction in the context of small-group reading. Remedial and Special Education, 32(5), 371–381. https://doi.org/10.1177/0741932510362240

68.

Miramontes

N. Y.

Marchant

Heath

M. A.

Fischer

(2011). Social validity of a positive behavior interventions and support model. Education and Treatment of Children, 34(4), 445–468. https://doi.org/10.1353/etc.2011.0032

69.

*Mitchell

B. S.

Lewis

T. J.

Stormont

(2021). A daily check-in/check-out intervention for students with internalizing concerns. Journal of Behavioral Education, 30(2), 178–201. https://doi.org/10.1007/s10864-020-09365-7

70.

*Mong

M. D.

Johnson

K. N.

Mong

K. W.

(2011). Effects of check-in/checkout on behavioral indices and mathematics generalization. Behavioral Disorders, 36(4), 225–240. https://doi.org/10.1177/019874291103600403

71.

Noltemeyer

A. L.

Ward

R. M.

Mcloughlin

(2015). Relationship between school suspension and student outcomes: A meta-analysis. School Psychology Review, 44(2), 224–240. https://doi.org/10.17105/spr-14-0008.1

72.

Preeti Kumar

Behmani

Singh

. (2016). Impact of self-esteem and adjustment on academic performance of adolescents. Indian Journal of Health & Wellbeing, 7(1), 133–135.

73.

Rausch

M. K.

Skiba

(2004). Disproportionality in school discipline among minority students in Indiana: Description and analysis. Children left behind policy briefs. Supplementary analysis 2-A. Center for Evaluation and Education Policy, Indiana University.

74.

Reimers

T. M.

Wacker

D. P.

(1988). Parents’ ratings of the acceptability of behavioral treatment recommendations made in an outpatient clinic: A preliminary analysis of the influence of treatment effectiveness. Behavioral Disorders, 14(1), 7–15. https://doi.org/10.1177/019874298801400104

75.

*Reyes

(2019). Implementation of the prevent-teach-reinforce model within multi-tiered systems of support for elementary school students with problem behavior (Publication No. 13811554) [Doctoral Dissertation, University of South Florida]. ProQuest Dissertations Publishing.

76.

*Riney

S. S.

Bullock

L. M.

(2012). Teachers’ perspectives on student problematic behavior and social skills. Emotional & Behavioural Difficulties, 17(2), 195–211. https://doi.org/10.1080/13632752.2012.675136

77.

*Robertson

E. J.

Lane

K. L.

(2007). Supporting middle school students with academic and behavioral concerns: A methodological illustration for conducting secondary interventions within three-tiered models of support. Behavioral Disorders, 33(1), 5–22. https://doi.org/10.1177/019874290703300101

78.

*Ross

S. W.

Sabey

C. V.

(2015). Check-In check-Out + social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246–257. https://doi.org/10.1177/0741932514553125

79.

Schwartz

I. S.

Baer

D. M.

(1991). Social validity assessments: Is current practice state of the art? Journal of Applied Behavior Analysis, 24(2), 189–204. https://doi.org/10.1901/jaba.1991.24-189

80.

Shirk

S. R.

Saiz

C. C.

(1992). Clinical, empirical, and developmental perspectives on the therapeutic relationship in child psychotherapy. Development and Psychopathology, 4(4), 713–728. https://doi.org/10.1017/S0954579400004946

81.

*Simonsen

Myers

Briere

D. E.

(2011). Comparing a behavioral check-in/check-out (CICO) intervention to standard practice in an urban middle school setting using an experimental group design. Journal of Positive Behavior Interventions, 13(1), 31–48. https://doi.org/10.1177/1098300709359026

82.

Snodgrass

M. R.

Chung

M. Y.

Kretzer

J. M.

Biggs

E. E.

(2021). Rigorous assessment of social validity: A scoping review of a 40-Year conversation. Remedial and Special Education, 43, 114–130. https://doi.org/10.1177/07419325211017295

83.

Snodgrass

M. R.

Chung

M. Y.

Meadan

Halle

J. W.

(2018). Social validity in single-case research: A systematic literature review of prevalence and application. Research in Developmental Disabilities, 74, 160–173. https://doi.org/10.1016/j.ridd.2018.01.007

84.

Spear

C. F.

Strickland-Cohen

M. K.

Romer

Albin

R. W.

(2013). An examination of social validity within single-case research with students with emotional and behavioral disorders. Remedial and Special Education, 34(6), 357–370. https://doi.org/10.1177/0741932513490809

85.

Strain

P. S.

Barton

E. E.

Dunlap

(2012). Lessons learned about the utility of social validity. Education and Treatment of Children, 35(2), 183–200.

86.

Stormont

Lewis

T. J.

Beckner

(2005). Positive behavior support systems: Applying key features in preschool settings. Teaching Exceptional Children, 37(6), 42–49.

87.

Sugai

Horner

R. H.

(2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375

88.

Sugai

Lewis-Palmer

T. L.

Todd

A. W.

Horner

R. H.

(2001). School-wide evaluation tool (SET). Eugene, OR: Center for Positive Behavioral Supports, University of Oregon, 94–101.

89.

*Swoszowski

N. C.

Jolivette

Fredrick

L. D.

Heflin

L. J.

(2012). Check in/check out: Effects on students with emotional and behavioral disorders with attention-or escape-maintained behavior in a residential facility. Exceptionality, 20(3), 163–178. https://doi.org/10.1080/09362835.2012.694613

90.

*Swoszowski

N. C.

McDaniel

S. C.

Jolivette

Melius

(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. https://doi.org/10.1353/etc.2013.0024

91.

Tetzner

Becker

Maaz

(2017). Development in multiple areas of life in adolescence: Interrelations between academic achievement, perceived peer acceptance, and self-esteem. International Journal of Behavioral Development, 41(6), 704–713. https://doi.org/10.1177/0165025416664432

92.

*Todd

A. W.

Campbell

A. L.

Meyer

G. G.

Horner

R. H.

(2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check in-check out. Journal of Positive Behavior Interventions, 10(1), 46–55. https://doi.org/10.1177/1098300707311369

93.

*Turtura

J. E.

Anderson

C. M.

Boyd

R. J.

(2014). Addressing task avoidance in middle school students: Academic behavior check-in/check-out. Journal of Positive Behavior Interventions, 16(3), 159–167. https://doi.org/10.1177/1098300713484063

94.

Van Camp

A. M.

Wehby

J. H.

Copeland

B. A.

Bruhn

A. L

. (2021). Building from the bottom up: The importance of Tier 1 Supports in the context of Tier 2 interventions. Journal of Positive Behavior Interventions, 23(1), 53–64. https://doi.org/10.1177/1098300720916716

95.

Walker

Cheney

Stage

Blum

Horner

R. H.

(2005). Schoolwide screening and positive behavior supports: Identifying and supporting students at risk for school failure. Journal of Positive Behavior Interventions, 7(4), 194–204.

96.

Witt

J. C.

Elliott

S. N.

(1985). Acceptability of classroom intervention strategies. In Kratochwill

T. R.

(Ed.), Advances in school psychology (Vol. 4, pp. 251–288). Erlbaum.

97.

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(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.06 MB