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Direct linkVan Camp, Alyssa M.; Wehby, Joseph H.; Copeland, Bailey A.; Bruhn, Allison L. – Journal of Positive Behavior Interventions, 2021
School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are…
Descriptors: Positive Behavior Supports, Program Implementation, Intervention, At Risk Students
Bruhn, Allison L.; Kaldenberg, Erica; Bappe, Kemlyn Tan; Brandsmeier, Brian; Rila, Ashley; Lanphier, Lindsay; Lewis, Megan; Slater, Alexandra – Preventing School Failure, 2016
In two studies, the systematic approach to designing functional assessment-based interventions (FABIs) created by Umbreit, Ferro, Liaupsin, and Lane (2007) was used with high school students receiving special education services in self-contained classrooms reserved for students with persistent behavior problems. In Study 1, an AB design was used…
Descriptors: Intervention, High School Students, Functional Behavioral Assessment, Special Education
Sterrett, Brittany I.; McDaniel, Sara C.; Majeika, Caitlyn E.; Bruhn, Allison L. – Journal of Applied School Psychology, 2020
Positive Behavioral Intervention Supports (PBIS) is a preventative and responsive three-tiered framework comprised of a continuum of evidence-based practices and interventions. Adaptation, or tailoring is a critical component to the PBIS system, as it is not intended to be a standard treatment protocol, particularly at the Tier 2 level. Tier 2…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Response to Intervention, Media Adaptation
Hendrix, Nicole M.; Vancel, Samantha M.; Bruhn, Allison L.; Wise, Sara; Kang, Sungeun – Preventing School Failure, 2018
Paraprofessionals carry out behavior interventions for students with challenging behavior in inclusive classroom settings. Examination of paraprofessional involvement in behavior interventions informs how paraprofessionals may best support intervention implementation. The researchers used a withdrawal design to evaluate the effects of a…
Descriptors: Classroom Techniques, Intervention, Paraprofessional School Personnel, Student Behavior
Hirsch, Shanna E.; Bruhn, Allison L.; Lloyd, John Wills; Katsiyannis, Antonis – TEACHING Exceptional Children, 2017
There is substantial empirical evidence that the Functional Behavioral Assessment (FBA) process is an effective means to reduce student problem behavior and increase desirable behaviors (e.g., What Works Clearinghouse, 2016). The use of an FBA as the basis for a behavior intervention plan (BIP) has been a requirement for certain disciplinary…
Descriptors: Fidelity, Barriers, Functional Behavioral Assessment, Student Behavior
