Case Studies on Empirically Validated Instructional Practices for Improving Behavioral Outcomes: (V34, Part B Advances in Learning and Behavioral Disabilities)

Although there is broad agreement that research should inform the instruction of students with learning and behavioral disabilities, implementation of research-based practices in real schools and classrooms is a nuanced endeavor, fraught with challenges. This volume OF CASE STUDIES illuminates the realities and complexities of implementing research-based instructional programs and practices targeting improved academic and communication outcomes in real-world settings. The case studies featured in each chapter are authored or co-authored by educators who are or who have recently been in the classroom and highlights their experiences in critical stages of implementing evidence-based practices, such as selection of the practice (e.g., evaluation of evidence, alignment with learner needs and characteristics, consideration of resources), implementation of the practices (e.g., training and supports, challenges/difficulties, fidelity and adaptations), evaluation of effects, and long-term implementation and impacts. Recommendations for implementing the targeted practice are suggested, and collectively the case studies this volume provide educators of students with learning and behavioral disabilities with lessons to inform the implementation of research-based practices.

Table of Contents:
Chapter 1. Case Studies on Empirically Validated Instructional Practices for Improving Behavioral Outcomes: An Introduction to the Volume; Bryan G. Cook and Timothy J. Landrum Chapter 2. Using a Token Economy in a First-grade Classroom to Increase On-task Behavior; Ana Kesler, Emma Preston, Milad Najafichaghabouri, and Kristen R. Rolf Chapter 3. Conducting Functional Behavior Assessments in School-Based Contexts: A Case Study; Suzanne McClain and Francis Corr Chapter 4. Combining Evidence-Based Supports for Challenging Behaviors in General Education Kindergarten Classrooms: Implementation of the Prevent-Teach-Reinforce Model in Combination with the Interview Informed Synthesized Contingency Analysis; Jessica F. Olson, Molly M. Dwyer, Nicole Baird, and Robert E. O’Neill Chapter 5. Positive Behavior Supports: Using and Monitoring Tier-3 Research-Based Practices in the Classroom; Charissa Richards, Megyn Martin, A. Reiley Morgan, Gabriella Lyth Donofrio, Angus Kittelman, and Erica Lembke Chapter 6. Implementing a Comprehensive Behavior Support Framework in an Inclusive Early Childhood Program: Process Overview and Lessons Learned; Robin Parks Ennis and Jennifer L. Kilgo Chapter 7. Implementing Coping Power-Rural in Schools; Lydia A. Beahm, Jacqueline Hersh, Paloma Perez, Felicia Bush, Brenda Hughes, Amanda Nguyen, and Catherine P. Bradshaw Chapter 8. Don’t All Students Benefit From Digitally Mediated Interventions?; Elizabeth A. Hicks Chapter 9. Writing Rockstar: An Independent Group Contingency for Improving Classroom Behavior During Writer’s Workshop; Gabriella Loewer, Clare McKeone, Julianna Owczarczak, Shannon Budin, Kathy Doody, Larry Maheady, and Lisa Rafferty

About the Author :
Bryan G. Cook, University of Virginia Timothy J. Landrum, University of Louisville