EBI Midterm-Week 2

What makes a good intervention?

A good intervention should have documented evidence of effectiveness, align with identified problems, be easy to train via a consultant format, be effectively and consistently monitored, focus on both the child and their environment, and have a clear understanding of the setting for implementation.

Ethical Consideration: Intervention Targets

• Interventions should focus on enhancing skills, not reducing unwanted behaviors or deficits 

• Consider the target environment in which the intervention will be implemented – whole class, group, or individual setting

• Target “keystone behaviors” – behaviors with the greatest impact on the desired outcome or success of the student 

Ethical Consideration: Intervention Effectiveness

• Interventions that are recommended for use need to have a foundation in research(ESSA Tiers)

• Interventions need to be monitored for effectiveness 

What are key ethical considerations when selecting an intervention target? ( general)

• Focus on enhancing skills rather than just reducing unwanted behaviors

• Consider the target environment (whole class, group, or individual)

• Target “keystone behaviors” that have the greatest impact on outcomes

Why is it important that interventions have a foundation in research?

• Ensures interventions meet ESSA Tier standards

• Provides evidence for their effectiveness

• Allows for meaningful progress monitoring

Ethical Considerations (Side Effects, Parents, Students): What are potential undesired side effects of interventions, and how should they be addressed?

• Interventions must preserve students’ dignity

• Minimize risk of adverse effects

• Especially watchful with group contingencies; ensure adequate training and safeguards

Ethical Considerations (Side Effects, Parents, Students):Why is partnering with parents ethically important?

• Parents are key collaborators in the intervention process

• Their input and support can improve intervention fidelity and outcomes

Ethical Considerations (Side Effects, Parents, Students):How should students be involved in the intervention process?

• nvolve them at an appropriate level based on age, capacity, and the nature of the problem

• Their engagement can enhance motivation and success

Intervention Effectiveness & Consultant Competence:

Intervention Effectiveness & Consultant Competence:What is consultant competence, and why is it important?

• Consultants must practice within their professional limits

• They should be well-informed about any recommended intervention

• Ensures ethical and effective service delivery

Intervention Effectiveness & Consultant Competence:Why might referrals still be necessary, even if interventions are attempted?

• If interventions are documented and ineffective, further assessment or specialized services may be needed

• Protects parent rights under IDEIA

What are some cautions when selecting interventions?

• Not all interventions are equally effective

• Not all interventions work for all students

• Collaboration with all stakeholders is critical

• Must collect accurate data for decision-making

Why is parental involvement critical in intervention selection and implementation?

• Parents provide valuable insights and support

• Encourages consistency between home and school

• Facilitates stronger commitment to the intervention

What are evidence-based interventions (EBIs)?

Strategies or programs backed by research that are documented to improve academic, social-emotional, or behavioral outcomes and target specific student deficits to enhance outcomes.

What is MTSS? Describe its three tiers and how they relate to EBIs.

MTSS: Multi-Tiered System of Supports. Tier 1: Universal interventions for all students; Tier 2: Targeted interventions for students needing extra support; Tier 3: Intensive, individualized interventions. EBIs are used at each tier with increasing intensity.

Discuss three criteria that make a strong intervention.

Research-based effectiveness, feasibility and ease of training, clear progress monitoring procedures.

What are three important ethical considerations related to school-based interventions?

Focus on skill-building vs. punishment, involve parents and students appropriately, ensure interventions protect student dignity and are monitored for side effects.

What is the purpose of the intervention assistance process, and what are its key steps?

Purpose: Provide systematic problem-solving to address student needs. Key Steps: Problem Definition, Problem Analysis, Plan Implementation, Plan Evaluation.

As a school psychologist, how do you support teachers throughout the intervention assistance process?

Offer consultation, modeling, and coaching; provide data collection tools and feedback; collaborate on adapting or revising interventions.

Select one best practice for maximizing student outcomes and explain its key characteristics.

Example: 'Be prepared to support teachers throughout the intervention process.' Key Characteristics: Ongoing coaching, performance feedback, consistent collaboration.

Discuss one case study from the chapter: What was the problem, what interventions were selected, and did they work?

(Answer will vary based on the chosen case study.) Outline: Presenting problem → Chosen interventions & rationale → Outcome → Possible alternative approaches.

What are the four key stages in the problem-solving process for interventions?

Plan Definition, Problem Analysis, Plan Implementation, Plan Evaluation.

What are the main goals of an effective problem-solving process?

Appropriate selection of interventions, effective implementation and fidelity, ongoing data analysis to guide decisions.

How does the initial referral process typically begin?

Teacher, parent, or team raises a concern; school staff gather data and discuss concerns with parents; pre-referral data guide targeted interventions.

Why is clarifying the problem so important, and who should be involved?

Ensures everyone agrees on the specific, measurable issue; team should include parents, teachers, possibly school psychologists, and administrators.

What is baseline data, and why is it crucial?

Pre-intervention data on the student’s current performance; helps determine if future changes can be attributed to the intervention.

What does an ecological analysis of the problem involve?

Reviewing referral info, previous strategies, data; identifying variables in peer, classroom, and home environments that may contribute to the problem.

What factors should be considered when exploring alternative interventions?

Acceptability, effectiveness, cost, feasibility, and match to school/home environments.

How do you develop an intervention plan?

Select intervention strategies, assign roles/responsibilities, establish a timeline (2 weeks for behavior, 6-8 weeks for academic).

Who is responsible for implementing the intervention plan, and how do we support them?

Designated staff (teachers, specialists) and/or parents; provide training, coaching, modeling, and performance feedback.

What is the role of progress monitoring in plan implementation?

Collects data on student’s response; guides decisions on whether to continue, modify, or terminate the intervention.

How do you evaluate intervention effectiveness?

Track student’s rate of progress over time; compare performance to baseline and goals; determine if adjustments are needed.

What happens if a student does not show adequate progress?

Team meets to identify barriers; modify interventions or move to more specialized supports; possible referral for special education evaluation.

Name three best practices for maximizing student outcomes.

Offer evidence-based interventions that match the case; support teachers with training and coaching; assess and maximize treatment integrity.

Why is being sensitive to cultural diversity important in consultation and intervention?

Ensures interventions are appropriate and respectful; promotes stronger engagement from students and families; increases the likelihood of intervention success.

What are the three stages of academic learning, and what is the focus of each?

Acquisition: Teach the skill, emphasize accuracy, immediate feedback; Fluency: Build speed and automaticity, delayed feedback; Generalization/Adaptation: Apply skill in varied contexts, reinforce in multiple settings.

What are the three stages of behavioral learning, and what is the focus of each?

Acquisition: Teach correct/incorrect use of behavior, immediate feedback; Fluency: Build fluent, appropriate social behaviors; Generalization/Adaptation: Use the behavior across settings, adapt to new situations.

How do rating scales (e.g., BIRS) help assess intervention acceptability?

Provide a systematic way for teachers/students to rate how acceptable or feasible they find an intervention; identify areas to adjust for better buy-in.

What are some strategies to enhance intervention acceptability among teachers?

Use positive, non-intrusive strategies (e.g., token economies, praise); keep interventions simple and minimally disruptive; provide clear rationale, training, and support.

How can you maximize intervention integrity?

Develop a clear, written plan with outlined procedures; provide direct training (modeling, guided practice); conduct follow-up observations and give feedback.

What is this rating scale and some of its characteristics?

Behavior Intervention Rating Scale (BIRS)

• Frequent tool used to evaluate behavioral intervention acceptability 

• Includes 24 questions 

• Ratings are completed on 6-point Likert Scale