research in positive behavioral interventions & supports (pbis) sped 596 chris borgmeier, phd....

Research in Positive Behavioral Interventions &

Supports (PBIS)SPED 596

Chris Borgmeier, PhD. Contact: cborgmei@pdx.edu

Ways of Knowing & Research Based Practices

Chris Borgmeier, PhDPortland State University

Discussion Guides

• Each day you will come to class with a completed (typed & printed) Discussion Guide (based on what you read)

• This will guide your discussion with partners (groups of 3-4)

• Following your discussion complete the rating on the bottom of the page & turn in your Discussion Guide

Discussion Guide Questions

1. Briefly describe the three main points of this week’s readings.  2. Describe 3 ideas, concepts, or strategies from this week’s readings

that you would like to discuss further with colleagues.  3. Describe any concerns, difficulties, or questions you have with this

week’s assigned readings. Rate the following, then provide a brief (1-2 sentence) explanation of

your rating: poor fair

excellent My preparation for discussion was: 1-----2-----3----4-----5------6The quality of group discussion was: 1-----2-----3----4-----5------6

“We associate truth with convenience, with what most closely accords with self-interest and personal well-being, or promises best to avoid awkward effort or unwelcome dislocation of life. We also find highly acceptable what contributes most to self-esteem.”

John Kenneth Galbraith

 “Conventional wisdom must be simple,

convenient, comfortable, and comforting… not necessarily true.”

Steven Levitt

“Social behavior is complex, and to comprehend its character is mentally tiring. Therefore we adhere, as though to a raft, to those ideas which represent our understanding”

John Kenneth Galbraith

Ways of Knowing

Personal or vicarious experience “It worked for me” Research can stimulate, inform, reinforce, challenge & question

our own experiences to enhance professional judgmentTradition

Simply accept what has been done as the best or right way (eliminates the need to search for knowledge & understanding)

Authority People considered to experts or authorities are major sources of

knowledge

Challenge = these ‘ways of knowing’ are primarily idiosyncratic, informal & influenced heavily by subjective interpretation

Ways of Knowing

Research or Experimental Analysis Involves a systematic process of gathering,

interpreting and reporting information Disciplined inquiry characterized by accepted

principles to verify that claim is reasonable

Activity

Identify a FACT a) about life in generalb) about an intervention in your field, and the

effect of that intervention.c) What is the source of your knowledge?

History Authority Logic Experience Experimental Analysis

Why is research important in informing education?... & work with students w/ behavior problems

Maximize outcomesMinimize harmIncreased accountabilityIncrease efficiencyImprove decision makingImprove resource use

The 4 Functions of Research in Education1. Description2. Prediction3. Improvement4. Explanation….of an educational phenomenon

Research to DESCRIBE

• Used to identify and describe problems and practices

• Emphasis on measurement & observation of current phenomenon

• Increase our knowledge about what happens in schools

Research to DESCRIBE

Example:• Describing problem of Disproportionate

Discipline is a problem in many schools (x race, disability, etc.)

• Skiba, R. J., Michael, R. S., Nardo, A., & Peterson, R. L. (2002). The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment. Urban Review, 34(4), 317-42.

• Locally• Exclusionary Discipline in Multnomah County Schools: How suspensions &

expulstion impact students of color

Research to PREDICT

• Ability to predict a phenomenon that will occur at time Y from information available at an earlier time X.

• “If an antisocial behavior pattern is not changed by grade 3, it should be treated as a chronic condition.”• Kazdin, A. (1987). Treatment of Antisocial Behavior in

Children: Current status and future directions. Psychological Bulletin, 102, 187-203.

Research to PREDICT

Patterson, G. R., DeBaryshe, D., & Ramsey, E.  (1989).  A developmental perspective on antisocial behavior.  American Psychologist, 44 (2), 329-335. 

Research to IMPROVE/ INTERVENE• Concerns the effectiveness of interventions

designed to improve practice. • E.g., drug therapies in medicine,

reading/writing/math interventions to improve students’ academic achievement

Research to EXPLAIN

• If able to explain a phenomenon this means you can: describe it, predict its consequences, & know how to intervene to change those consequences

• Explanations are usually framed as theories• E.g., Behavioral Theory, Social

Interaction theory, Positive Behavior Support

Research to EXPLAIN

Social Interaction TheoryPatterson, G. R., DeBaryshe

, D., & Ramsey, E.  (1989).  A developmental perspective on antisocial behavior.  American Psychologist, 44 (2), 329-335. 

School-wide Positive Behavior Interventions & Supports

Sugai, G., Horner, R. H., Dunlap, G. Heineman, M., Lewis, T. J., Nelson, C.M. Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., Rutherford-Turnbull, H., Wickham, D., Wilcox, B., & Ruef, M.  (2000).  Applying positive behavior support and functional behavioral assessment in schools.  Journal of Positive Behavioral Interventions, 2(3), 131-143.  

Features of the Scientific Process

Public processOperational description of variablesMeasurement

Quantifiable Reliable (consistent) Valid (accurate)

Replicable (measurement, intervention)Exposure to disproof (research design)Objective analysis

Types of Research

Basic Research – formulates & refines theories

Applied Research – improves practice & solves practical problems

Action Research – goal is to solve a specific classroom or school problem, improve practice or help make a decision at as single site

What to look for in articles

Refereed v. Non-refereed articlesRefereed articles – reviewed by panel of peers/expertsNon-refereed – not reviewed by expertsPay Journals – pay to have information published

Primary source – original articles or reports in which researchers communicate directly the methods & results of their study Need to then evaluate the methods used in the study

Secondary source – reviews, summarizes or discusses research conducted by others

Commentary/opinion

Quantitative & Qualitative Research

Based on different assumptions about how to best understand and come to know what is true Quantitative – emphasizes numbers, measurement,

deductive logic, control & experiments

Qualitative – emphasizes natural settings, understanding, verbal narratives, and flexible designs

Quantitative Research

Experimental Research Investigators have control over 1 or more variables &

manipulate 1 factor to see if it has an impact on student behavior

Can be used to identify Causal relationships True Experimental design = random assignment Quasi-experimental design = no random assignment Single Subject design = experiment with a single person

or a few individuals

Population & Sample

• Population: Group to whom you want to apply your results (e.g., teachers in a school district; n=800)

• Sample: group that you have chosen from your population from which to collect data (e.g., n=80 teachers from a school district selected to interview/survey)

Define Independent variable (IV) or predictor variable

Independent variable= Intervention/treatment manipulated for different groups or at different times (e.g., literacy training).

Predictor variable= Inherent characteristics that are different between groups (e.g., studying gender differences)

Dependent variable (DV) & criterion variable:

Variable that the researcher is interested in measuring to determine how it is different for groups with different experiences (dependent) or characteristics (criterion) .

Dependent variable: Measured/outcome variable

Experimental & control groups

• Experimental group- receives intervention

• Control group- business as usual, no intervention

Randomized Control Trials

“Gold Standard” for evaluating an intervention’s effectiveness

Studies that randomly assign participants to an intervention group or to a control group, in order to measure the effects of the intervention Advantage: allows evaluation of whether the

intervention caused the outcomes, as opposed to other factors Can’t ‘stack the deck’

Quantitative Research

Non-experimental Research – no experimental manipulation or experimental control of factors that may influence subjects Usually because events already occurred, or because they

can’t be manipulated Means research can only ‘describe’ something or identify

relationships between variables; cannot determine causation

Descriptive – info. about frequency or amount of something Comparative – examine differences between groups on target

variable Correlational – investigate relationships between 2 variables

Is there a relationship between

Single Subject DesignExample

3 middle school students

Measure on-task behavior in 15 sec. intervals (momentary time sampling) during first 10 min. of class

Intervention: Greet at door saying students name & positive comment

Evaluating a Research Study

Quantity One study is only one study (unless it’s a meta-

analysis) Convergence of evidence required

Quality Type of Research Design Sample (size & match) Measures (really measure important change?)

Steps in the Research/Scientific Process

1. Identify socially important issue

2. Review current literature

3. Define conceptual model

4. Define specific hypothesis(es) and research question(s)

5. Define dependent variable(s)/measure

6. Identify independent variable(s)/measures

7. Select appropriate research design

8. Obtain consents 9. Collect data 10. Analyze data 11. Communicate

results Written presentation Oral presentation

For Next Week Do your readings & remember to complete

your Discussion Guide