Effective School Interventions – Chapter 1

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34 Terms

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Elementary and Secondary Education Act (ESEA) of 1965
Legislation that authorized state-run programs to raise academic achievement of struggling learners.
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No Child Left Behind Act (NCLB) of 2001
Reauthorized the ESEA and added more accountability measures for schools.
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Every Student Succeeds Act (ESSA) of 2015
Legislation that maintains standards but gives states more control over education accountability.
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EVIDENCE-BASED interventions
Strategies and programs supported by research that demonstrate effectiveness in improving student outcomes.
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Tiers of Evidence (ESSA) - Tier 1
Strong Evidence: Supported by well-designed randomized control experimental studies.
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Tiers of Evidence (ESSA) - Tier 2
Moderate Evidence: Supported by well-designed quasi-experimental studies.
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Tiers of Evidence (ESSA) - Tier 3
Promising Evidence: Supported by well-designed correlational studies with statistical controls.
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Tiers of Evidence (ESSA) - Tier 4
Demonstrates a Rationale: Practices supported by research with plans for effectiveness determination.
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Intervention Assistant Teams (IAT)
Team-based approach to selecting and implementing interventions for students.
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Multi-Tiered Systems of Support (MTSS)
Framework providing different tiers of intervention based on student needs.
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Response to Intervention (RtI)
Proactive approach for identifying students with academic or social-emotional-behavioral challenges.
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Good Intervention Criteria
Involves documented effectiveness, alignment with problems, ease of training, and consistent monitoring.
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Ethical Considerations in Interventions
Guidelines ensuring interventions are effective, involve parents, and respect student dignity.
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Data-Based Decision Making
Process of using data to assess the effectiveness of interventions and make informed decisions.
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School Psychologist Roles
Involves developing prevention activities, interpreting data, and consulting on program services.
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Parent Involvement in Interventions
Essential aspect ensuring parents are engaged in the intervention process.
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Student Involvement in Interventions
Students should participate in the intervention process to a degree appropriate to their capacity.
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MTSS RtI Tier 1

Universal Interventions, for ALL students. For academic,Its preventive and proactive. For behavior, its for all settings, preventive and proactive. 80%-90% of students response.

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MTSS RtI Tier 2

Secondary interventions. For some students. Academic : High efficiency and rapid response. For behavioral as well. 5-10 % of students

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MTSS RtI Tier 3

Tertiary Interventions for individual students. Academic: Assessment-based and High intensity. Behavior: Assessment-based, intensem and durable procedures

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Important Cautions Related to School-Based Interventions

  • Not all interventions are created equal

  • Not all interventions will be successful with all students

  • Intervention selected should always be a collaborative process

  • Parent involvement is critical

  • Data-based decision making can only occur if accurate and meaningful data are collected throughout the course of the intervention

  • Do not focus on one sole intervention, consider alternative options

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Ethical Considerations: School psychologists

role

School psychologists often act as consultants for intervention development, selection, and/or implementation – imperative to be aware of possible ethical issues

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Ethical Considerations

for intervention selections

  • nterventions that are selected must meet several criteria, to include:

    • Federal and state guidelines, district requirements, and ethical principles of practice

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Ethical Considerations in Interventions

Interventions should focus on enhancing skills, not reducing unwanted behaviors or deficits; must involve parent and student participation; require documentation and evaluation; consider consultant competence; and include provisions for referrals for additional services if not effective.

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NASP Ethical Considerations: Intervention Targets

Interventions should enhance skills and target environments (whole class, group, or individual). Focus on keystone behaviors that greatly impact desired outcomes.

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NASP Ethical Considerations: Intervention Effectiveness

Recommended interventions must be research-based (aligned with ESSA Tiers). Continuous monitoring is essential to assess their effectiveness

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Ethical Considerations: Possible undesired side effects and outcomes

  • Procedures should always maintain and protect the dignity of students

  • Always aim to minimize the risk of adverse side effects

  • Especially true with interdependent group contingencies – need to involve adequate teacher training as well

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Ethical Considerations: Partnering with parents

  • Involving parents in the intervention process is essential

  • Parents should be involved in conversations regarding interventions

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Ethical Considerations: Student involvement

  • Students should be involved in the intervention process to an appropriate degree

  • Degree of involvement depends on many factors – nature of the problem, capacity to participate, parent’s views of the child’s performance, etc.

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Ethical Considerations: Evaluating intervention effectiveness

  • Data-based decision making is required to determine if interventions should be continued or terminated

  • Frequent and consistent progress monitoring should occur

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Ethical Considerations: Consultant competence

  • All consultants must be aware of their limitations and ensure to practice within those boundaries

  • Consultants should be well-informed about the intervention(s) they recommend

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Ethical Considerations: Provisions for referrals

  • The problem-solving process should not abrogate parent’s rights under IDEIA

  • Interventions and data must be documented

  • Include parents as collaborators from the beginning

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The Role of the School Psychologist According to NASP

  • school psychologists can: (a) develop and provide system-wide prevention activities delivered within an MTSS; (b) interpret data for program planning; (c) develop and monitor program services; (d) provide system-wide, classroom, and individual case consultation; (e) develop crisis prevention and response protocols; and (f) assist in the important coordination of these potentially overlapping services.

  • In addition, school psychologists are uniquely trained in assessment and data-based decision making. Therefore, school psychologists can support decision making at the individual, group, classroom, grade, school, and district levels to improve instructional and behavioral health services provided in schools aligned with MTSS.

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The Role of the School Psychologist: According to CASP

  • “a school psychologist is a credentialed professional whose primary objective is the application of scientific principles of learning and behavior to ameliorate school-related problems and to facilitate the learning and development of children in the public schools of California”

  • This is done through effective consultation and collaboration, intervention design/implementation, as well as data collection and data-based decision-making