The Use of Change-Sensitive Measures to Assess School-Based Therapeutic Interventions: Linking Theory to Practice at the Tertiary Level

Document Type

Article

Publication Date

Summer 2010

Abstract

Students with chronic problem behavior will likely require intense support services, often referred to as tertiary-level supports. This article highlights the need for change-sensitive measures to guide the evaluation of tertiary-level supports in the schools (e.g., therapeutic services). In this regard, we propose a model for using change-sensitive measures to document student progress at a programmatic level. Paralleling the decision-making process utilized in a positive behavior interventions and supports (PBIS) approach, we propose a model for tertiary-level service evaluation that relies in part on providers collecting change-sensitive data and generating graphs to aid in data-based decision making practices. Similar to the PBIS process, data to be graphed would span five key dimensions. Last, we present a case illustration where data are analyzed in accordance with the proposed model to assess the services at a programmatic level.

Publication Title

School Psychology Forum: Research in Practice

Volume

4

Issue

2

First Page

1

Last Page

14

Comments

This article was published in School Psychology Forum: Research in Practice, Volume 4, Issue 2, Pages 1-14.

Copyright © 2010.

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