David James Royer

David James Royer
University of Hawaiʻi at Mānoa | UH Manoa · Department of Special Education

Doctor of Philosophy

About

26
Publications
5,763
Reads
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291
Citations
Introduction
Education
August 2013 - July 2017
University of Kansas
Field of study
  • Special Education

Publications

Publications (26)
Article
Special education teacher (SET) burnout is a significant concern, especially for SETs serving students with emotional–behavioral disorders (EBD), as they tend to experience higher burnout than other teachers. Working conditions, especially social support, have the potential to ameliorate burnout, but prior research has not articulated the sources a...
Article
Full-text available
Integration of multitiered academic, behavioral, and social-emotional efforts, such as the implementation of a Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention, is critical for supporting student development across domains of functioning. In particular, universal behavior screening has been shown to predict outcomes across these d...
Article
We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators' views of (1) implementat...
Article
Full-text available
We examined changes in burnout across three timepoints in one school year, in a sample ( N = 230) of special educators serving students with emotional-behavioral disorders, in 15 school districts selected through stratified random sampling at the national level. Emotional exhaustion decreased at each timepoint in the school year and personal accomp...
Article
Treatment integrity is an important component of rigorous educational research. Information about the extent to which an intervention was implemented as planned provides necessary context for interpreting student outcomes. In the context of increasing use of tiered systems in schools, treatment integrity takes on additional practical importance. Ti...
Article
We examined educators’ sense of efficacy and burnout within comprehensive, integrated, three-tiered (Ci3T) models of prevention implemented in four middle and two high schools. At the time of this study, schools had completed 2 years of implementing Ci3T models as part of a larger district initiative. We examined how educators were faring with a sp...
Article
In this article, we examined educators’ efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a di...
Article
Full-text available
This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and...
Article
In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the Social Skills Improvement System—Intervention Guide and Positive Action Counselor’s Kit, which emphasize...
Article
Schools are adopting tiered systems to prevent and respond to students’ academic, behavioral, and social needs. Foundational to tiered systems is the capacity of educators to implement high-quality classroom management and instructional practices. In this study, school leaders provided professional development to staff as they prepared to adopt a t...
Article
Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies (k...
Article
In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be...
Conference Paper
Full-text available
As juvenile facilities across the country seek to move away from punitive behavior management systems and practices, one popular evidence-based framework facilities are adopting is Facility-wide Positive Behavior Interventions and Supports (FW-PBIS; Jolivette, Kimball, Boden, & Sprague, 2016). FW-PBIS is a data-driven framework that (a) occurs acro...
Article
Full-text available
Schoolwide expectations are a critical component of tiered systems of support, particularly when established with input from faculty and staff and then taught to all students. The expectation matrices depicting these expectations for all key settings serve as important instructional tools when teaching schoolwide expectations. In this study, we exa...
Article
In this article, we examined predictive validity of Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) scores for use with elementary-age students (N = 4,465) from 14 elementary schools. Results indicated elementary school students with high levels of risk according to fall SRSS-IE scores—especially those with externalizing beha...
Article
Full-text available
Behavior-specific praise (BSP) is a low-intensity strategy that can be used to reinforce appropriate responding in the classroom. BSP occurs when a teacher observes particular student behavior and compliments the student for the appropriate response with the intent that students will continue to engage in the appropriate behavior. In this article,...
Article
Instructional choice is a practical strategy for increasing student engagement and decreasing challenging behavior. In this article, we describe a step-by-step process for incorporating instructional choice into classroom activities, with teaching tips to assist with successful implementation. Throughout the article, we offer lessons from the field...
Article
Full-text available
In this article, we examined predictive validity of Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) scores for use at the middle (N = 2,313 from four middle schools) and high (N = 2,727 from two high schools) school level. Results indicated middle and high school students with high levels of risk according to fall SRSS-IE...
Article
Behavior-specific praise (BSP) is a core component of many positive behavioral interventions and supports at each level of prevention, often used to increase student academic outcomes and/or reduce inappropriate behavior. We conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exce...
Article
Precorrection is a proactive strategy designed to prevent problem behavior from occurring by identifying contexts likely to occasion problem behavior and facilitating the occurrence of appropriate behavior. To determine the evidence base for this practice we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices...
Article
There is a priority for schools to address students' social and emotional needs as is done for academic learning. Tiered models of prevention provide a framework for teaching social skills and behavioral expectations, as well as academics, with positive, proactive, evidence-based practices. Central to responding to students' needs is accurate measu...
Article
We conducted this systematic literature review to explore the current evidence base of instructional choice, a low-intensity, teacher-delivered strategy to support academic engagement and decrease challenging behaviors. Specifically, we focused on school-based settings, applying quality indicators (QIs) and evidence-based standards of the Council f...
Book
https://itunes.apple.com/us/book/building-installing-comprehensive-integrated-three/id1171269209?mt=13 The focus of this practical guide is to support the design, implementation, and evaluation of comprehensive, integrated, three-tiered (Ci3T) models of prevention for the purpose of supporting student success academically, behaviorally, and sociall...
Article
Students with disabilities need to be more involved in planning and presenting individualized education program (IEP) meetings, and teachers need an effective, efficient curriculum to teach students how. My IEP curriculum uses folding graphic organizers to teach students to self-direct IEP meetings, targeting self-advocacy and self-determination to...
Article
Instructional choice is a low-intensity strategy that requires little preparation, is easy to implement, and supports content instruction in the classroom. In this study we explored the effectiveness of two types of instructional choice— across-task and within-task choices—implemented classwide during writing instruction by classroom teachers with...
Article
We report findings of a validity study comparing two screening tools: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) and the Social Skills Improvement System-Performance Screening Guide (SSiS-PSG; Elliott & Gresham, 2007). Participants were 1,680 kindergarten through sixth-grade elementary students from three schools in...

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