A MeaSurement Tool to Assess systematic Reviews (AMSTAR)

, 124

Academic engaged time (AET)

, 53–54

Academic/behavioral assessments

administration

, 22–23

fidelity of implementation

, 24–25

logistical issues

, 20–25

selection

, 20–22

Academic[s]

and behavior relationship

, 10

measures for universal screening and progress monitoring

, 15–17

universal screeners

, 14–15

Adaptive Behavior Inventory (ABI)

, 56–57

Adaptive Math (aMath)

, 15

Adaptive Reading (aReading)

, 14

Adolescents

with COMORBID reading and behavioral difficulties

, 161–163

intensive reading interventions for

, 155–157

longitudinal studies of reading interventions for

, 157–161

reader profile studies of

, 154–155

reading performance of

, 154

Age-of-acquisition information

, 141

AIMSweb System

, 15–16

American Educational Research Association (AERA)

, 21–22

American Psychological Association (APA)

, 21–22

Ancestral searches (AS)

, 115

Antecedent-behavior-consequence (A-B-C)

, 198–199

Antecedent-reinforcement-extinction components (A-R-E Components)

, 50

Antecedents, reinforcement, extinction (ARE)

, 73–74

Assessment method

, 89

Associate editor (AE)

, 126

Backward author searching

, 117–118

Backward reference searching

, 117–118

Behavior and academics relationship

, 10

Behavior Assessment System for Children 3^rd Edition: Behavioral and Emotional Screening System (BASC-3 BESS)

, 18

Behavior intervention plan (BIP)

, 49–50, 196

Behavior Rating Scale

, 79

Behavior[al]

approaches

, 67

function

, 192–193

preparing teachers to supporting students

, 193

progress monitoring tools

, 18–20

screeners

, 18

Bidirectional model

, 10

“Brief functional analysis”

, 69–70

CBMmath Automaticity

, 15

CBMmath CAP

, 15

CBMmath Process

, 15

Child Behavior Checklist-Teacher Report Form (CBCL-TRF)

, 56

Classroom climate

, 192–193

Coding protocol

, 119

Coding tools

, 120

“Coercive Cycle of Educational and Behavioral Failure” phenomenon

, 10

Collaborative for Academic, Social, and Emotional Learning (CASEL)

, 111

Common Core Standards

, 15

Common Core State Standards (CCSS)

, 154

Competing Pathways Model

, 3, 68, 75, 77

advantages and limitations

, 77

assessment of function

, 75–76

intervention

, 76–77

supporting evidence for

, 77

Comprehensive, integrated, three-tiered models (Ci3T models)

, 46–47, 61–62, 120

Concepts and Applications (CAP)

, 15

Concreteness data

, 141–142

Contemporary intervention research

, 33–35

Contingencies for Learning Academic and Social Skills (CLASS)

, 54

Coping Planning

, 92

Correct words per minute (CWPM)

, 17

Council for Exceptional Children (CEC)

, 74–75, 111, 194

Curriculum-based measurement (CBM)

, 14

CBM-R

, 15

CBMmath

, 15

data

, 180–181

Data-Based Individualization (DBI)

, 4, 12–13, 163–164, 180, 182

Data-based instruction

, 85–86

Data-Based Program Modification model

, 180

Data-driven decisions

, 11–13

DBI

, 12–13

schoolwide data

, 11–12

systematic screening

, 12

Data-driven tools

, 13–20

academic measures for universal screening and progress monitoring

, 15–17

academic universal screeners

, 14–15

behavior progress monitoring tools

, 18–20

behavior screeners

, 18

CBM

, 14

Data-informed decision making

, 46

Daze

, 16–17

Decodable text

, 135–136, 149–150

DIBELS Oral Reading Fluency (DORF)

, 16–17

Direct Behavior Rating (DBR)

, 18–20

Direct observation

, 89–90

Direct observations of behavior

, 19

Dissemination

, 121–126

project management

, 121–124

steps and phases

, 124–126

Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next)

, 16–17

Early childhood special education

, 194–196

Early literacy

, 132

Early reading text

, 132, 135

characteristics of texts

, 145

FOTB book series

, 136–140

implications

, 147–150

Kids on the Block

, 138

technical analysis

, 145–147

theoretical and empirical rationale

, 135–136

Early Screening Project (ESP)

, 53–54

Editor/expert nomination (EN)

, 115

Education

, 30

Education for All Handicapped Children Act (EAHCA)

, 7

Educator’s Word Frequency Guide (EWFG)

, 140–141

Electronic assessments

, 23

Electronic search (ES)

, 115

Emotional and behavioral disorders (EBD)

, 47, 55–56

Endrew decision

, 40

English language learners (ELLs)

, 57–58, 61

Every Student Succeed Act (ESSA)

, 154

Evidence-based intervention

, 2

Evidence-based practices (EBPs)

, 110, 191

Exceptional Children

, 110–111

Fidelity of implementation

, 24–25

First Sound Fluency (FSF)

, 16–17

First Step NEXT program

, 53–55

First Step to Success

, 53–57

Formative Assessment System for Teachers (FAST)

, 14–15

Formative tools

, 13–14

Forward citation searching

, 117–118

Free and Appropriate Public Education (FAPE)

, 153–154

Friends on the Block book series (FOTB book series)

, 136–140

technical analysis of

, 140–144

Function

, 67

Function Matrix

, 50, 73, 75

Function-based intervention

, 68

Function-based intervention decision model

, 50

Functional analysis

, 3, 49

Functional analysis model

, 68–72

advantages and limitations

, 72

assessment of function

, 69–71

design of intervention

, 71

supporting evidence for

, 71–72

Functional assessment

, 49

Functional assessment-based intervention model (FABI model)

, 3, 47–49, 53, 68, 72, 75, 197

advantages and limitations

, 75

assessment of function

, 73

design of intervention

, 73–74

supporting evidence

, 51–53

supporting evidence for

, 74

Functional behavior assessment (FBA)

, 49, 193

“Good theory”

, 38

Hand search (HS)

, 115

Helper Text

, 137–139

Identification

data-driven decisions in

, 11–13

students identification for intensive supports

, 9–11

Individualized intervention

, 159

Individuals with Disabilities Education Act (IDEA)

, 1–2, 8, 40

Informal information gathering

, 113

Instruction, tiered systems of support, intervention and

, 8–9

Instructional approach

, 178–179

Integrated data models

, 10–11

Intellectual and developmental disabilities (IDD)

, 132–135

Intellectual disability (ID)

, 148

Intensity

, 30

Intensive instruction

benefits and limitations of

, 38

and intervention

, 31

legal challenges for

, 39–41

ORF

, 39

principles and practices of

, 36–38

teaching and learning

, 41–42

Intensive intervention

, 9, 47–48

First Step to Success

, 53–57

Read 180 program

, 57–61

Tier 3 intervention grid

, 48

Intensive reading

intensive reading interventions for adolescents

, 155–157

longitudinal studies of reading interventions for

, 157–161

performance of adolescents

, 154

Intensive supports, students identification for

, 9–11

blending academics and behavior

, 10

integrated data models

, 10–11

Interconnected system framework (ISF)

, 46

Interobserver agreement (IOA)

, 199

Intervention

prerequisites for

, 32–33

standard approaches to

, 31–32

tiered systems of instruction, support and

, 8–9

Journal article reporting standards (JARS)

, 124

Knowledge, confidence, and use survey (KCU Survey)

, 200–201

Least restrictive environment (LRE)

, 39–40, 153–154

Letter Naming Fluency (LNF)

, 16–17

Linguistic skills

, 169

Log response ratio (LRR)

, 51

Maladaptive Behavior Inventory (MBI)

, 56–57

Mathematics Computation (M-COMP)

, 15–16

Mathematics Concepts and Applications (M-CAP)

, 15–16

Mathematics-related learning difficulties (MLD)

, 167–168

cognitive characteristics of students with

, 168–170

domain general explanation of

, 168–170

domain specific explanation of

, 170

tiered mathematics interventions for students with

, 170–180

Meta-analysis reporting standards (MARS)

, 124

Multi-tiered system of support (MTSS)

, 2, 8, 12, 35, 46, 163

Multicomponent interventions

, 155–156

National Assessment of Educational Progress

, 154

National Center for Teacher Quality (NCTQ)

, 190–191

National Center on Intensive Intervention (NCII)

, 111

National Clearinghouse on Autism Evidence and Practice (NCAEP)

, 111

National Council on Measurement in Education (NCME)

, 21–22

National Reading Panel

, 14

Non-symbolic number sense

, 170

Nonsense Word Fluency (NWF)

, 16–17

Normal Curve Equivalent (NCE)

, 59–60

Office discipline referrals (ODRs)

, 11–12

One-way MANOVA

, 201–202

Operant behaviors

, 68

Opportunities to respond (OTRs)

, 32

Oral reading fluency (ORF)

, 39

Participants, interventions, comparisons, outcomes, and study design (PICOS)

, 125

Peer-Assisted Learning Strategies (PALS)

, 33

Percentile rank (PR)

, 167–168

Performance analysis [P analysis]

, 181

Performance feedback

, 92–93

Permanent product review

, 89

Phoneme Segmentation Fluency (PSF)

, 16–17

Positive behavior interventions and supports (PBIS)

, 2, 8, 46, 190

Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)

, 124

Preservice teachers knowledge

, 190–192

behavioral function

, 192–193

classroom climate

, 192–193

design and statistical analysis

, 201–202

examining gains overtime

, 202–203

examining posttest perceptions and knowledge

, 203–204

examining pretest perceptions and knowledge

, 202

outcome measure

, 200–201

participants and setting

, 194–196

preparing teachers to supporting students

, 193

procedures

, 201

teacher preparation course

, 196–200

teachers with classroom management practices

, 190–192

teachers’ self-rated scores

, 194

Prevent-teach-reinforce model (PTR Model)

, 3, 68, 77, 80

advantages and limitations

, 80

assessment of function

, 78

intervention

, 79

supporting evidence for

, 79

PRISMA individual participant data (PRISMA-IPD)

, 124

PRISMA protocols (PRISMA-P)

, 124

Procurement

, 113–118

project management

, 113–117

steps and phases matrix

, 116–118

Project management

, 119–120

PTR for Families (PTR-Families)

, 78

PTR for Young Children (PTR-YC)

, 78

Quality appraisal procedures

, 111–112

Quality indicators (QIs)

, 51, 110–111

Randomized controlled trial (RCT)

, 56, 59–60

Read 180 program

, 57–61

Reading Curriculum-Based Measurement (R-CBM)

, 15–16

Reinforcement

, 71

Reinforcer

, 67

Research assistant (RA)

, 201

Response to Intervention model (RTI model)

, 1–2, 8, 46, 85–86, 93, 157, 170–171

Schema-based approaches

, 175

Schoolwide data

, 11–12

Schoolwide Information Systems (SWIS)

, 11–12

Secondary intervention

, 158–159

Self-monitoring

, 92

Self-Regulated Strategy Development (SRSD)

, 33–34

Seminal models

, 10

Single-case design (SCD)

, 55–56

Single-case research design (SCRD)

, 110–111

Social Skills Improvement System (SSIS)

, 18, 79

SSIS Performance Screening Guide

, 18

Social Skills Rating System (SSRS)

, 56–57, 79

Standard frequency index (SFI)

, 141

Standardized intervention

, 159

Stanford Achievement Test (SAT-9)

, 59–60

Strengths and Difficulties Questionnaire (SDQ)

, 18

Structural equation modeling (SEM)

, 155

Students with disabilities (SWD)

, 7

Substance Abuse and Mental Health Services Administration (SAMSHA)

, 111

Symbolic number sense

, 170

Systematic review (SR)

, 111–114, 121

parameters

, 113–114

Systematic screening

, 12

Systematic Screening for Behavior Disorders (SSBD)

, 53–54

Teacher preparation course

, 196–200

Teaching

, 190–191

Teaching Pyramid Observation Protocol (TPOT)

, 198–199

Tertiary intervention

, 159

Test of Sentence Comprehension Fluency (TOSCRF)

, 158

Test of sentence reading efficiency (TOSRE)

, 158

Test of Word Reading Efficiency (TOWRE)

, 158

Texas Assessment of Knowledge and Skills (TAKS)

, 158

Texas Center for Learning Disabilities (TCLD)

, 158

Text reading process

, 139–140

Tier 1 instruction

, 8–9

Tier 2 intervention

, 158–159

Tier 3 intervention

, 2, 9, 159

Tiered mathematics interventions

, 170–180

tier 2 interventions

, 171–172, 174, 177

tier 3 interventions

, 177–180

Tiered systems of instruction, intervention, and support

, 8–9

Treatment

, 85–86

complexity

, 97

duration

, 97

integrating

, 99–101

integrity

, 86–93

intensity

, 93–99

Umbreit model

, 50–51

UNISYN

, 141

Universal screening and progress monitoring

, 15–17

Visual analysis

, 10–11

What Works Clearinghouse (WWC)

, 47–48, 51, 161–162

Woodcock Johnson III (WJ-III)

, 158

Working memory

, 168