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Title page for ETD etd-07132018-094808


Type of Document Dissertation
Author Chauvin, Casey Bateman
URN etd-07132018-094808
Title Examining an Adaptive Approach to Tier II Interventions: Using Critical Factors to Adapt Check-in, Check-out
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Joseph H. Wehby, Ph.D. Committee Chair
Blair P. Lloyd, Ph.D., BCBA-D Committee Member
Christopher J. Lemons, Ph.D. Committee Member
Joseph M. Lambert, Ph.D., BCBA-D Committee Member
Vicki S. Harris, Ph.D. Committee Member
Keywords
  • Tier II
  • treatment
  • check-in check-out
  • adaptation
  • intervention
  • behavior
  • PBIS
  • school
  • multi-tiered systems of support
Date of Defense 2018-07-12
Availability unrestricted
Abstract
Within the context of a multi-tiered framework of school-based behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III. Recent conceptualizations, however, reflect the use of a process-oriented, adaptive approach in which a continuum of responsive intensifications connect the framework’s tiers. Adaptive intervention design relies on the identification of critical factors to inform responsive adaptations to a standard treatment protocol. The purpose of the current was to examine the distinct and relative influence of adaptations to Check-in, Check-out, a targeted intervention, informed by two critical factors - behavioral function and teachers’ use of behavior-specific praise. Result indicated that, relative to traditional CICO, CICO adapted to address behavioral function was ineffective in producing differentiated levels of disruptive behavior. However, CICO adapted to strengthen a teaching practice – the delivery of behavior of behavior-specific praise – was effective in producing differentiated levels of disruptive behavior relative to the standard treatment protocol. Additional research on treatment adaptations informed by behavioral function and evidence-based teacher practices is needed to evaluate whether the variables may serve as critical factors within an adaptive approach to building treatment intensity at Tier II.

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