The child outcomes of a behavior model

J. Nelson, Kristin Hurley, Lori Synhorst, Michael Epstein, Scott Stage, Jacquelyn Buckley

Research output: Contribution to journalArticle

26 Citations (Scopus)

Abstract

Within 3-tier behavioral models, universal interventions are expected to prevent the onset of problem behavior in a majority of children altogether and to sustain improvements in child outcomes by the selected and indicated interventions. A cohort longitudinal design was used to assess the extent to which a 3-tier model achieves these expected outcomes. The respective universal, selected, and indicated interventions included Behavior and Academic Support and Enhancement, First Step to Success, and MultiSystemic Therapy. A total of 407 children in Grades K-3 from 1 of 4 longitudinal cohorts participated. The results of 2-level linear growth analyses indicate that the 3-tier behavior model achieved the anticipated outcomes with respect to social behavior. The results, limitations, and implications are discussed.

Original languageEnglish (US)
Pages (from-to)7-30
Number of pages24
JournalExceptional Children
Volume76
Issue number1
DOIs
StatePublished - Sep 1 2009

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behavior model
Social Behavior
social behavior
Growth
Therapeutics

Keywords

  • Behavior
  • Elementary
  • Interventions
  • Longitudinal
  • Three-tier

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

The child outcomes of a behavior model. / Nelson, J.; Hurley, Kristin; Synhorst, Lori; Epstein, Michael; Stage, Scott; Buckley, Jacquelyn.

In: Exceptional Children, Vol. 76, No. 1, 01.09.2009, p. 7-30.

Research output: Contribution to journalArticle

Nelson, J, Hurley, K, Synhorst, L, Epstein, M, Stage, S & Buckley, J 2009, 'The child outcomes of a behavior model', Exceptional Children, vol. 76, no. 1, pp. 7-30. https://doi.org/10.1177/001440290907600101
Nelson, J. ; Hurley, Kristin ; Synhorst, Lori ; Epstein, Michael ; Stage, Scott ; Buckley, Jacquelyn. / The child outcomes of a behavior model. In: Exceptional Children. 2009 ; Vol. 76, No. 1. pp. 7-30.
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