Journal article
Initial development and evaluation of the student intervention matching (SIM) form
Journal of school psychology, Vol.66, pp.11-24
02/01/2018
DOI: 10.1016/j.jsp.2017.10.005
PMID: 29429492
Abstract
There is currently a large gap in both research and practice between student identification practices for those at-risk (i.e., universal screening, teacher referral, or extant data as early identification methods) and the selection of appropriate Tier 2 interventions for social, emotional, and behavioral concerns. The purpose of this study was to develop and test the treatment validity of the Student Intervention Matching (SIM) Form, an intervention matching protocol designed for use at Tier 2. To this end, single-case design methodology was employed to systematically evaluate outcomes associated with use of the SIM Form in the intervention selection process. Participants included eight elementary-age students arranged in sets of four student dyads. A multiple baseline design was used in order to examine the relative effectiveness of matched interventions according to the SIM Form, and mismatched interventions according to the SIM Form. Results indicated that interventions matched using the SIM Form were functionally related to improved student outcomes across a variety of dependent variables when compared to mismatched phases. Implications for practice and future research are discussed.
Details
- Title: Subtitle
- Initial development and evaluation of the student intervention matching (SIM) form
- Creators
- Faith G. Miller - Minnesota Department of EducationClayton R. Cook - Minnesota Department of EducationYanchen Zhang - Minnesota Department of Education
- Resource Type
- Journal article
- Publication Details
- Journal of school psychology, Vol.66, pp.11-24
- Publisher
- Elsevier
- DOI
- 10.1016/j.jsp.2017.10.005
- PMID
- 29429492
- ISSN
- 0022-4405
- eISSN
- 1873-3506
- Number of pages
- 14
- Language
- English
- Date published
- 02/01/2018
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371294002771
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