Eric Alan Common

Eric Alan Common
University of Michigan-Flint | UM-Flint · Department of Education

Ph.d., BCBA-D LBA (MI)

About

39
Publications
3,343
Reads
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334
Citations
Introduction
Eric Common is an Assistant Professor at University of Michigan-Flint. His research interests revolve around the active role schools play in child development. More specifically, his research explores prevention science and applied research methodology with an emphasis in social-emotional and behavioral supports using comprehensive, integrated, three-tiered models of prevention.
Additional affiliations
January 2016 - March 2016
University of Kansas
Position
  • Instructor
July 2015 - present
University of Kansas
Position
  • Research Assistant
September 2014 - December 2014
University of Kansas
Position
  • Instructor
Education
August 2013 - May 2018
University of Kansas
Field of study
  • Special Education
August 2011 - July 2013
August 2001 - December 2005
Sonoma State University
Field of study
  • Liberal Arts; Anthropology

Publications

Publications (39)
Article
Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different stages of implementing various tiered systems of su...
Article
In this qualitative study we sought to understand the experiences of K-12 school personnel serving on Comprehensive, Integrated, Three-Tiered (Ci3T) leadership teams. We conducted 22 semi-structured interviews and five focus groups across three states and five school districts to determine team members’ perceptions regarding facilitators and barrie...
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
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
We report findings of two validation studies of the Student Risk Screening Scale for Early Childhood (SRSS-EC). Although previous exploratory inquiry suggested a two-factor solution, results of Study 1 conducted with 274 preschool-age youth suggested mixed support for a two-factor model, with only one fit index suggesting an adequate fit (increment...
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
Content-focused practice-based professional development (PBPD) with active learning is one avenue to support teachers in learning new strategies, practices, and programs. This type of professional development moves away from traditional lectures. In this descriptive study, the authors used a pre–post group design to examine the extent to which a PB...
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
Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervis...
Article
We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practi...
Article
We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students’ behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an evidence-ba...
Article
In this replication study, we examined the effect of educators’ participation in a practice-based professional learning series for designing, implementing, and evaluating Functional Assessment-based Interventions (FABI; Umbreit, Liaupsin, Ferro, & Lane, 2007) on their actual knowledge and perceived knowledge, confidence, and usefulness of concepts...
Article
High-probability request sequence (HPRS) is a low-intensity strategy designed to increase student compliance by creating behavioral momentum. Momentum is established by providing three to five requests that a noncompliant student is most likely to do followed quickly by a less preferred request. Herein, we describe a step-by-step process for using...
Article
We report findings of a psychometric study comparing scores from two screening tools: Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and Behavior Assessment System for Children–Second Edition, Behavioral and Emotional Screening System (BASC-2 BESS). Participants were 62...
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
Increasing students’ opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30% individual), to examine the utility of these strategies in increasing active student responding and accuracy during mathema...
Article
This systematic review investigated one systematic approach to designing, implementing, and evaluating functional assessment–based interventions (FABI) for use in supporting school-age students with or at-risk for high-incidence disabilities. We field tested several recently developed methods for single-case design syntheses. First, we appraised th...
Article
We report results of an exploratory validation study of the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE) applied with the first sample of middle and high school students from nine middle and three high schools from three states. The Student Risk Screening Scale (SRSS) was modified to broaden the scope of this user-friendly...
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
This paper provides outcomes of a study examining the effectiveness of a year-long professional development training series designed to support in-service educators in learning a systematic approach to functional assessment-based interventions developed by Umbreit and colleagues (2007) that has met with demonstrated success when implemented with un...
Article
In this systematic review, we evaluated the evidence-base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at-risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n = 13) by applying the Quality Indicators for single case (Horner et al., 2005)...
Article
Full-text available
We report findings of a validation study comparing two screening tools: the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and the Social Skills Improvement System–Performance Screening Guide (SSiS-PSG). Participants included 458 kindergarten through fifth-grade element...
Article
This article addresses some of the key considerations and complexities associated with intervening to address social competence and peer relationships of adolescents with autism spectrum disorder (ASD) in middle and high school settings. First, we provide a brief overview of the social context during adolescence for all students. Next, we highlight...
Chapter
In this chapter, we begin by exploring the lessons learned from studies of teachers’ expectations for student behavior, being with early inquiry conducted following the Education for All Handicapped Children Act (P.L. 94-142) of 1975. Next, we explore the expanding knowledge base following reauthorization of the Individuals with Disabilities Educat...

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