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Introduction
Holly M. Menzies is Professor Emeritus in the Division of Special Education & Counseling at California State University, Los Angeles.
Current institution
Publications
Publications (56)
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...
Students with autism spectrum disorder (ASD) have more difficulty in achieving proficiency in reading comprehension than their neurotypical peers. As students with ASD are increasingly educated in inclusive settings, general education teachers must have knowledge of the characteristics of autism that may impede comprehension of text to understand w...
This study examined perceptions of teachers who implemented a comprehensive school reform, the Comprehensive, Integrated, Three- tiered (Ci3T) model of prevention. We report findings of four focus groups with a total of 18 middle and high school teachers who had implemented Ci3T for two years. We used sensemaking as a theoretical framework to under...
This article discusses the use of behavior-specific praise (BSP), an effective technique for promoting prosocial behavior and managing classrooms. It addresses the criticism that BSP may reduce students’ intrinsic motivation and offers directions on how to use BSP to provide students, especially those with challenging behaviors, with useful feedbac...
In this introductory article, we explain the rationale for this special issue: to provide educators and families with effective, practical strategies to increase student engagement and minimize disruption in remote, in person, and hybrid learning environments. We offer this special issue out of respect for the complexities educators and families fa...
In the wake of the COVID-19 pandemic, PK-12 school buildings across the United States closed and educators quickly pivoted to remote and continuous learning opportunities to protect students and society as a whole from the deadly coronavirus. As educational leaders navigate the complexities for providing instruction during the 2020-2021 academic ye...
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...
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...
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...
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...
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...
Active supervision is a practical strategy for increasing student engagement and decreasing student disruptive behavior. In this article, we describe a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of p...
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...
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...
Precorrection is a low-intensity strategy that focuses on preventing problem behaviors from occurring by providing reminders for appropriate responding, context modification to support student success, and reinforcement for appropriate responding. In this article, we describe a step-by-step process for using precorrection. Throughout the article, w...
Instructional feedback is a practical strategy for monitoring student learning in response to instruction and providing prompts to students to confirm, refine, or clarify their misunderstandings. In this article, we describe a step-by-step process for using instructional feedback, with teaching tips to assist successful implementation with all stud...
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,...
We developed this special issue, Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know, for Beyond Behavior as a resource for educators and parents. Each article provides easy-to-access resources for readers to learn about effective, efficient, low-intensity strategies to support student engagement and limi...
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...
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...
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...
We report findings of a convergent validity study examining the internalizing subscale (SRSS-I6) of the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) with the internalizing subscale of the Teacher Report Form (TRF; Achenbach, 1991). Participants included 227 sixth- through 12th-grade students from nine schools across tw...
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...
This article offers a rationale for using a low-intensity support, increasing opportunities to respond, to promote students’ academic engagement and decrease disruptive behaviors. A step-by-step guide to implementing this strategy in the classroom setting is presented.
Learning a foreign language is a critical skill in the current context of globalization and multicultural communication. Present secondary and post-secondary foreign language classes admit increasing numbers of students with learning disabilities (LD). Given the particular challenges faced by these students in the area of language processing, learn...
We report findings of a convergent validity study examining the internalizing subscale (SRSS-15) of the newly adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE12) with the internalizing subscale of the Teacher Report Form (TRF; Achenbach, 1991) conducted in 13 schools across three states with 195 kindergarten through...
Comprehensive, integrated, three-tiered models are context specific and developed by school-site teams according to the core values held by the school community. In this article, the authors provide a step-by-step, team-based process for designing comprehensive, integrated, three-tiered models of prevention that integrate academic, behavioral, and...
In this introductory article, the authors provide an overview of and rationale for comprehensive, integrated, three-tiered models of prevention—one approach to integrated tiered systems of support. The authors (a) describe core features of comprehensive, integrated, three-tiered models; and (b) discuss associated benefits, emphasizing those for stu...
We report findings of two exploratory validation studies of a revised instrument: the Student Risk Screening Scale for Early Childhood version (SRSS-EC). The SRSS-EC was modified to reflect characteristics of externalizing and internalizing behaviors manifested by preschool-age children. In Study 1, we explored the reliability of SRSS-IE (Student R...
In this article we focus on school-wide systems to promote positive behaviors and enhance instruction. Part of the appeal of multi-tiered systems of support is that they facilitate collaboration between teachers by clarifying school-wide goals and the means for achieving them. We begin with an overview of multi-tiered systems of support including:...
This article addressed 3 objectives for assisting the research and teaching communities in developing 3-tiered models of prevention at the high school level. The authors first established the benefit of using systematic behavior screening tools within the context of 3-tiered models to identify and support high school students with academic and beha...
In this paper we examined perceptions of family environment of 84 kindergarten (n =34), first- (n = 18), and second-grade (n = 32) students identified with behaviorchallenges according to teacher-completed systematic screening tools. First, we examinedthe degree to which these 58 boys and 26 girls varied in their behavior problems andsocial skills...
The Individuals with Disabilities Education Improvement Act (2004) mandates
that schools facilitate parent participation in planning the Individual Education
Program (IEP). However, culturally and linguistically diverse parents are less
likely to feel fully included in the IEP process. In this article we examine three
sources of cross-cultural comm...
We report findings of two studies, one conducted in a rural school district (N = 982) and a second conducted in an urban district (N = 1,079), offering additional evidence of the reliability and validity of a revised instrument, the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE), to accurately detect internalizing and extern...
In this study the authors examined the psychometric properties of the Student Risk Screening Scale (SRSS), including predictive validity in terms of student outcomes in behavioral and academic domains. The school, a diverse, suburban school in Southern California, administered the SRSS at three time points as part of regular school practices during...
We report findings of an exploratory validation study of a revised instrument: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE). The SRSS-IE was modified to include seven additional items reflecting characteristics of internalizing behaviors, with proposed items generated from the current literature base, review of current...
Some students exhibit behavioral issues as early as preschool and kindergarten. Conventional wisdom suggests waiting to see whether students outgrow these difficulties. However, there is extensive evidence that early detection and intervention is preferred to the wait-and-see approach because it is more likely to result in better academic and socia...
In this article the authors provide practitioners and researchers with three illustrations of how to use systematic screening tools within the context of three-tiered models of support to (a) measure the overall level of risk present in a school over time and (b) identify students who may require more targeted supports in the form of secondary and...
In this article, we discuss the importance of systematic screenings to monitor K—12 students’ behavioral and academic performance, with an emphasis on the need to identify and support students with emotional and behavioral disorders before they develop significant learning and behavior problems requiring special education services under the categor...
:Many school systems are adopting three-tiered models of prevention (e.g., Response to Intervention and Positive Behavior Support) to support an increasingly diverse student population (Sugai, Horner, & Gresham, 2002). A central feature of these models is that data are monitored to determine responsiveness. We offer this paper as a guide for resear...
The authors compared the characteristics of early elementary age students educated in either rural or suburban schools who were identified as showing soft signs of emotional or behavioral disorders according to systematic screening procedures. The authors followed 134 kindergarten, first grade, and second grade students identified by these screenin...
In this article, we introduce the focus of this special issue. We begin by establishing the importance of meeting the instructional needs of students with and at risk for emotional and behavioral disorders (EBD), with an emphasis on improving their reading and writing skills within (and beyond) the context of three-tier models of prevention. Then,...
Blacks, Hispanics/Latinos, and Native Americans have long been underrepresented in schools and the workplace in science, technology, engineering, and mathematics. Although the monitoring of representation has become a larger and more important enterprise, existing databases make it difficult to discern trends in participation at different stages of...
This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented: (a) A system of progress monitoring was used to assess student progress and skill acquisition; (b) instruction was characterized by high intensity through the use of...
The teaching community is challenged by the responsibility of meeting the academic, social, and behavioral needs of children with and at risk for antisocial behavior. Although intervening with these children is challenging at best, the literature suggests that intervention efforts are most likely to be successful when they occur early in a child's...
This paper examined: (a) the accuracy of teacher nominations in identifying (n = 86) students with and without academic and behavioral concerns; and (b) the degree to which these different types of students responded to the multileveled intervention program. Results suggest that teachers were highly accurate in discriminating among students with ac...
This article presents a step-by-step, empirically validated method for designing, implementing, and evaluating a formal social skills intervention based on specific skill deficits as identified by the Social Skills Rating System (SSRS; F. M. Gresham & S. N. Elliott, 1990). The 6 steps include: (1) identifying students for participation; (2) identif...
This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Students received instruction in social skills in a small-group setting over a 10-week period. A comprehensive list of acquisition deficits was gener...
The article presents the preliminary findings of a school-based primary intervention containing both literacy and behavioral components for at-risk elementary school students. Results suggest that all students, regardless of level of risk, improved in reading, but significant changes in risk status were not evident. Limitations of this investigatio...
