TY - JOUR
T1 - Systematic Review of High Probability Requests in K-12 Settings
T2 - Examining the Evidence Base
AU - Common, Eric Alan
AU - Bross, Leslie Ann
AU - Oakes, Wendy
AU - Cantwell, Emily Dawn
AU - Lane, Kathleen Lynne
AU - Germer, Kathryn Ann
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2018.
PY - 2019/11/1
Y1 - 2019/11/1
N2 - 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-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education employing a modified, weighted coding scheme specifying methodologically sound studies as meeting 80% or more of components across quality indicators (QIs). Two of the 22 included studies met all QIs, and 16 studies met or exceeded our 80% weighted criterion. Based on this body of evidence, we classified HPRS in K-12 school settings as potentially evidence based. We offer a discussion of educational implications, limitations, and future directions.
AB - 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-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education employing a modified, weighted coding scheme specifying methodologically sound studies as meeting 80% or more of components across quality indicators (QIs). Two of the 22 included studies met all QIs, and 16 studies met or exceeded our 80% weighted criterion. Based on this body of evidence, we classified HPRS in K-12 school settings as potentially evidence based. We offer a discussion of educational implications, limitations, and future directions.
KW - behavioral momentum
KW - high-probability request sequence
KW - multitiered systems of support
UR - http://www.scopus.com/inward/record.url?scp=85058618382&partnerID=8YFLogxK
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U2 - 10.1177/0198742918800029
DO - 10.1177/0198742918800029
M3 - Review article
AN - SCOPUS:85058618382
SN - 0198-7429
VL - 45
SP - 3
EP - 21
JO - Behavioral Disorders
JF - Behavioral Disorders
IS - 1
ER -