Rose Iovannone, Ph.D.
Carie English, Ph.D.
University of South Florida
Developed under grant H324P04003 from the Department of Education.
For high-risk students: Model
History of severe problem behaviors
Demonstrated resistance to intervention
An intensive system of support is neededIndividualized PBS (Tertiary)
~ 80% of Students
School-Wide AssessmentSchool-Wide Prevention Systems
Interviews, Questionnaires, etc.
Simple Student Interventions (ERASE)
Observations and ABC Analysis
Complex Individualized Interventions (PTR)
Team-Based Wraparound Interventions
Multi-Disciplinary Assessment & Analysis
*USF site only
d = .57 Model
Follow-up N 29/17
p < .000
d = .48 Model
p < .000
Case Study—Step 2: Goal Setting
Case Study: Behavior Rating Scale With Anchors Replacement Behaviors
1 is a lot of screaming, 5 is no screaming
1 is a lot of hitting, 5 is no hitting
1 is a little appropriate expression, 5 is a lot of appropriate expression
1 is inappropriate transition, 5 is super appropriate transition