Literature

RECENT PUBLICATIONS

Now available on iBooks

Image of book available on iBooks titled, Building and installing comprehensive integrated three-tiered models of prevention: A Practical guide to supporting school success.

Get it on iBooks

You can get the book from the iBooks Store using the link below:

https://itunes.apple.com/us/book/building-installing-comprehensive/id1171269209?mt=13

Please note it is available on iBooks for the iPhone, iPad, and Mac. You can also find this iBook by searching “Ci3T” or “Kathleen Lane” on your iTunes or iBooks account.


BOOK: LOW-INTENSITY TEACHER STRATEGIES

Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies

Cover of the book entitled Supporting Behavior for School Success

“Designed for busy teachers and other school-based professionals, this book presents step-by-step guidelines for implementing seven highly effective strategies to improve classroom management and instructional delivery. These key low-intensity strategies are grounded in the principles of positive behavior intervention and support (PBIS), and are easy to integrate into routine teaching practice. Chapters discuss exactly how to use each strategy to decrease disruptive behavior and enhance student engagement and achievement. Checklists for success are provided, together with concise reviews of the evidence base and ways to measure outcomes. Illustrative case examples span the full K-12 grade range. Reproducible intervention tools can be downloaded and printed in a convenient 8½” x 11″ size.” (From: Guilford Press)


JOURNAL SPECIAL ISSUE: Ci3T STEP-BY-STEP GUIDE

Volume 58, Issue 3, published May 12, 2014 in Preventing School Failure: Alternative Education for Children and Youth

several copies of Preventing School Failure

The Volume 58, Issue 3, 2014 special issue of Preventing School Failure, Designing, Implementing, and Evaluating Comprehensive, Integrated, Three-Tiered Models of Prevention: A Step-by-Step Guide, walks the reader through Ci3T from start to finish. The issue may be purchased through the link above or check with your affiliated university library to see if they have a subscription to Preventing School Failure. You may also view and download companion PowerPoint presentations to each article in the special issue on the Building Your Model page.


SPECIAL ISSUE #1: WHY DOES MY SCHOOL—AND DISTRICT—NEED AN INTEGRATED APPROACH TO MEET STUDENTS’ ACADEMIC, BEHAVIORAL, AND SOCIAL NEEDS?

Abstract: In this introductory article, the authors provide an overview of and rationale for comprehensive, integrated, three-tiered models of prevention—one approach to integrated tiered systems of support. The authors (a) describe core features of comprehensive, integrated, three-tiered models; and (b) discuss associated benefits, emphasizing those for students with and at risk for emotional and behavioral disorders. The authors conclude by providing a brief overview of the articles in this special issue, which collectively offer a step-by-step process for designing, implementing, evaluating, and sustaining comprehensive, integrated, three-tiered models in schools and school districts.
• Download PowerPoint (presentation only, no audio: 994 KB)
• Read the article.

Reference: Lane, K. L., Oakes, W. P., & Menzies, H. M. (2014). Comprehensive, integrated, three-tiered models of prevention: Why does my school — and district — need an integrated approach to meet a students’ academic, behavioral, and social needs? Preventing School Failure: Alternative Education for Children and Youth, 58(3), 121-128. doi: 10.1080/1045988X.2014.893977


SPECIAL ISSUE #2: A TEAM-BASED PROCESS FOR DESIGNING Ci3T MODELS OF PREVENTION: HOW DOES MY SCHOOL-SITE LEADERSHIP TEAM DESIGN A Ci3T MODEL?

Abstract: Comprehensive, integrated, three-tiered models are context specific and developed by school-site teams according to the core values held by the school community. In this article, the authors provide a step-by-step, team-based process for designing comprehensive, integrated, three-tiered models of prevention that integrate academic, behavioral, and social domains. First, the authors discuss the importance of beginning with securing commitments and clarifying agreements. Second, they describe the core elements of a comprehensive, integrated, three-tiered plan. Then, they outline a 6-part, data-informed training series, emphasizing the importance of incorporating feedback from stakeholders to inform design through an iterative process.
• Download PowerPoint (presentation only, no audio: 3.9 MB)
• Read the article

Reference: Lane, K. L., Oakes, W. P., Jenkins, A., Menzies, H. M., & Kalberg, J. R. (2014). A team-based process for designing comprehensive, integrated, three-tiered (Ci3T) models of prevention: How does my school-site leadership team design a Ci3T model? Preventing School Failure: Alternative Education for Children and Youth, 58(3), 129-142. doi: 10.1080/1045988X.2014.893976


SPECIAL ISSUE #3: PRIMARY PREVENTION EFFORTS: HOW DO WE IMPLEMENTED AND MONITOR THE TIER 1 COMPONENT OF OUR COMPREHENSIVE, INTEGRATED, THREE-TIERED (Ci3T) MODEL?

Abstract: In this article, the authors clarify the role of the leadership team, providing a rationale for one integrated team to examine academic, social, and behavioral programming, with careful attention to including all key stakeholders. Next, the authors discuss the procedures for teaching all key stakeholders the comprehensive, integrated, three-tiered plan, followed by information on how to reinforce these groups for participation in the plan and meeting expectations. Then, the authors introduce core components needed to ensure accurate decision making with respect to primary prevention efforts: treatment integrity, social validity, accurate detection using systematic screening tools, and data-informed decisions. The authors conclude with a brief summary of how to implement and monitor Tier 1 efforts.
• Download PowerPoint (presentation only, no audio: 4.8 MB)
• Read the article

Reference: Lane, K. L., Oakes, W. P., & Magill, L. (2014). Primary prevention efforts: How do we implement and monitor the tier 1 component of our comprehensive, integrated, three-tiered (Ci3T) model? Preventing School Failure: Alternative Education for Children and Youth, 58(3), 143-158. doi: 10.1080/1045988X.2014.893978


SPECIAL ISSUE #4: LOGISTICS OF BEHAVIOR SCREENINGS: HOW AND WHY DO WE CONDUCT BEHAVIOR SCREENINGS AT OUR SCHOOL?

Abstract: In this article, the authors provide an overview of behavior screening tools available, including free and commercially available options. Next, the authors offer step-by-step procedures for (a) selecting, (b) scheduling, (c) preparing, (d) administering, and (e) scoring and interpreting behaviors screening tools. The authors conclude with recommendations and a brief summary.
• Download PowerPoint (presentation only, no audio: 5.2 MB)
• Read the article

Reference: Oakes, W. P., Lane, K. L., Cox, M. L., & Messenger, M. (2014). Logistics of behavior screenings: How and why do we conduct behavior screenings at our school? Preventing School Failure: Alternative Education for Children and Youth, 58(3), 159-170. doi: 10.1080/1045988X.2014.895572


SPECIAL ISSUE #5: IDENTIFYING STUDENTS FOR SECONDARY AND TERTIARY PREVENTION EFFORTS: HOW DO WE DETERMINE WHICH STUDENTS HAVE TIER 2 AND TIER 3 NEEDS?

Abstract: In comprehensive, integrated, three-tiered models, it is essential to have a systematic method for identifying students who need supports at Tier 2 or Tier 3. This article provides explicit information on how to use multiple sources of data to determine which students might benefit from these supports. First, the authors provide an overview of how to make an assessment schedule for all schoolwide data. Second, the authors outline how to create a blueprint for Tier 2 and Tier 3 supports in a given school, including a description of the strategy or practice; inclusionary criteria; data to monitor progress; and exit criteria. Last, the authors provide an overview of how to connect students to support and monitor their progress.
• Download PowerPoint (presentation only, no audio: 1.8 MB)
• Read the article

Reference: Lane, K. L., Oakes, W. P., Ennis, R. P., & Hirsch, S. E. (2014). Identifying students for secondary and tertiary prevention efforts: How do we determine which students have tier 2 and tier 3 needs? Preventing School Failure: Alternative Education for Children and Youth, 58(3), 171-182. doi: 10.1080/1045988X.2014.895573


SPECIAL ISSUE #6: DEVELOPING THE CAPACITY TO IMPLEMENT TIER 2 AND TIER 3 SUPPORTS: HOW DO WE SUPPORT OUR FACULTY AND STAFF IN PREPARING FOR SUSTAINABILITY?

Abstract: School-site and district-level leadership teams rely on the existing knowledge base to select, implement, and evaluate evidence-based practices meeting students’ multiple needs within the context of multitiered systems of support. The authors focus on the stages of implementation science as applied to Tier 2 and Tier 3 supports; the importance of school-site expertise to select, implement, and monitor the use of evidence-based Tier 2 and Tier 3 practices to address the academic, behavioral, and social needs of students; and evidence-based guidelines for professional development. Together these practices ensure school-site leadership teams focus available resources for addressing data-based needs and achieving desired student outcomes.
• Download PowerPoint (presentation only, no audio: 1.8 MB)
• Read the article

Reference: Oakes, W. P., Lane, K. L., & Germer, K. A. (2014). Developing the capacity to implement tier 2 and tier 3 supports: How do we support our faculty and staff in preparing for sustainability? Preventing School Failure: Alternative Education for Children and Youth, 58(3), 183-190. doi: 10.1080/1045988X.2014.895575


BOOKS

Building and Installing Comprehensive, Integrated, Three-Tiered (Ci3T) Models of Prevention: A Practical Guide to Supporting School Success
Image of book available on iBooks titled, Building and installing comprehensive integrated three-tiered models of prevention: A Practical guide to supporting school success.
Get it on iBooks

Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies
Supporting Behavior for School Success

Managing Challenging Behaviors in the Classroom: Research-Based Strategies That Work
Managing Challenging Behaviors in Schools

Systematic Screenings of Behavior to Support Instruction: From Preschool to High School
Systematic Screenings of Behavior to Support Instruction

Developing Schoolwide Programs to Prevent and Manage Problem Behaviors: A Step-by-Step Approach
Developing Schoolwide Programs to Prevent and Manage Problem Behaviors

Functional Behavior Assessment and Function-Based Intervention: An Effective, Practical Approach
Functional Behavioral Assessment and Function-Based Intervention

School-Based Interventions: The Tools You Need To Succeed
School-Based Interventions: The Tools You Need to Succeed

Research-Based Strategies for Improving Outcomes in Behavior
Research-Based Strategies for Improving Outcomes in Behavior

Defusing Disruptive Behavior in the Classroom
Defusing Disruptive Behavior in the Classroom

Simple Strategies for Teaching Children at Risk
Simple Strategies for Teaching Children at Risk

Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS
Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS

Responding to Problem Behavior in Schools: The Behavior Education Program (2nd  Edition)
Responding to Problem Behavior in Schools: the Behavior Education Program


Group Comparison and Single-Case Research Design Quality Indicator Matrix Using Council for Exception Children 2014 Standards

Screenshot of 2014_CEC_QI_Coding_Matrix Cover page of QI Coding Matrix Walk-Through
We offer this MS-Excel tool to aid researchers in completing systematic literature reviews including quality indicator coding.  The matrix is for use in conjunction with procedures described in Council for Exceptional Children Standards for Evidence-Based Practices in Special Education (CEC, 2014) for evaluating the evidence base of an operationally defined practice or program on student outcomes.  Also below is a walk-through guide illustrating step-by-step how to use the quality indicator coding matrix, including an overview of CEC’s evidence-based practice standards.

Suggested citations:
Lane, K. L., Common, E. A., Royer, D. J., & Muller, K. (2014). Group comparison and single-case research design quality indicator matrix using Council for Exceptional Children 2014 standards. Unpublished tool.

Royer, D. J., Lane, K. L., & Common, E. A. (2014). Group comparison and single-case research design quality indicator matrix using Council for Exceptional Children 2014 standards: Standards overview and walk-through guide. Unpublished tool.


© 2017 Kathleen L. Lane. All Rights Reserved.