What is a Good Intervention?
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What makes a good school-based intervention for students with behavioral, academic, or social difficulties? First, it is important to understand what an intervention is and what it is not. For the purposes of this book, interventions are not counseling or non-directive psychotherapies. There are places for these approaches in a school setting, however, their overall effectiveness for behavior problems, social skills deficits, and academic problems are less robust (Stage & Quiroz, 1997; Weiss, Catron, Harris, & Phung, 1999; Weisz, Weiss, Alicke, & Klotz, 1987). Our definition of an intervention is: the systematic application of research-validated procedures to change behaviors through either teaching new skills or through the manipulation of antecedents and consequences. It is important that any procedure implemented with students has been research-validated and published in a peer reviewed professional journal. This process insures that the intervention has been implemented with integrity and its’ effectiveness has been demonstrated using an acceptable research design and outcome measures. Most of the interventions reviewed in this book are either single subject or group research designs. Having the procedure “peer reviewed”, means that objective experts in the field have reviewed the intervention research study and found its’ methodology to be acceptable and the procedure effective in changing behaviors.
KeywordsGroup Contingency Negative Reinforcement Functional Behavior Social Validity Individual Education Program
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