Volume 4, Issue 2 (Summer 2010)
The Use of Change-Sensitive Measures to Assess School-Based Therapeutic Interventions: Linking Theory to Practice at the Tertiary Level
Amanda L. Lannie, Robin S. Codding, James L. McDougal, and Scott Meier
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 decisionmaking 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.