[PDF] - Why are you here? Hopes, and goals for our 4: Improving Mental PDF Document

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Screening for Behavior Difficulties and Monitoring Social-Emotional Interventions with the Behavior Intervention Monitoring Assessment System (BIMAS)

Achilles N. Bardos, Ph.D.

Univ. of Northern Colorado

School Psychology Programs Greeley, Colorado, USA

www.achillesbardos.com

TEXAS ASSOCIATION OF SCHOOL PSYCHOLOGISTS 2013 ANNUAL CONFERENCE- SAN ANTONIO

Why are you here?

4: Improving Mental Health Services

“…identify mental health issues early…”

Three-quarters of mental illnesses appear by the age
f 24, yet less than half of children with diagnosable

mental health problems receive treatment.

Reach 750,000 young people through programs

to identify mental illness early and refer them to treatment: We need to train teachers and other adults who regularly interact with students to recognize young people who need help and ensure they are referred to mental health services.

Hopes, and goals for our students

Master reading, writing, math, and science.
Have a good understanding of history,

literature, arts, foreign languages, and diverse cultures. BUT ALSO

Enhance social– emotional competence,

character, health, and civic engagement

(Metlife, 2002; Rose & Gallup, 2000).

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High-quality education should teach young people to:

interact in socially skilled and respectful

ways;

to practice positive, safe, and healthy

behaviors;

to contribute ethically and responsibly to their

peer group, family, school, and community;

to possess basic competencies, work habits,

and values as a foundation for meaningful employment and engaged citizenship. (Greenberg, M., et. al., 2003).

Redefining the healthy Student

There a strong link between behavior /

emotions, mental health and academic performance!

Who is the healthy student?

– Physical Health (screen for vision, hearing, speech) – Academic Health (achievement). – Mental Health

A growing movement!!!

Positive Psychology and Social

Emotional Learning

– PBS programs – Strength based Assessments

DECA
DESSA
SEARS
CAWS (under development)

TWO IMPORTANT REPORTS

Special Education- IDEA

– Response to Intervention (RtI)

Mental health Report
http://www.mentalhealthcommission.gov/reports/FinalReport/toc.html

2003

Dear Mr. President:

Yet, for too many Americans with mental illnesses, the mental health services and supports they need remain fragmented, disconnected and often inadequate, frustrating the opportunity for recovery. Today’s mental health care system is a patchwork relic— the result of disjointed reforms and policies. Instead of ready access to quality care, the system presents barriers that all too often add to the burden of mental illnesses for individuals, their families, and our communities. The time has long passed for yet another piecemeal approach to mental health reform.

(Michael F. Hogan, Ph.D., Chairman, President’s New Freedom Commission on Mental Health-July 2003)

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U.S. Statistics On Mental Health

If Untreated, Childhood Disorders

Can Lead to a Downward Spiral

In 1997, nearly 120,000 preschoolers under

the age of six — or 1 out of 200 received mental health services.

Each year, young children are expelled from

preschools and childcare facilities for severely disruptive behaviors and emotional disorders.

U.S. Statistics On Mental Health

– About 20% of children present themselves with diagnosable disorders (i.e., U.S. Department of

Health and Human Services, 1999).

– 3–6% of children with serious and chronic disorders (Kauffman, 1997). – Behavior/Emotional screening occurs in less than 2% of districts across the U.S. Importance of mental health services

Students with behavioral/emotional problems:
lower grades
poorer reading skills
drop-out rate > 50%
worst social & academic outcomes of any disability group

(Bradley, Dolittle, & Bartolotta, 2008)

Loss of instructional time: teacher intervention & student

disruption (Arnold, 1997)

Teacher Attrition

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We Know who to ask for help and where to implement effective programs

Teachers accurately identify young

children at high risk of academic and behavioral problems related to school adjustment with a great deal of accuracy (Taylor et al., 2000).

Schools are the ideal setting for large-

scale, broad based mental health screening of children and adolescents

(Wu et al., 1999).

Role of Schools and School Psychologists

Schools are in a key position to identify mental health problems early and to provide a link to appropriate

services. Every day more than 52 million students

attend over 114,000 schools in the U.S. When combined with the six million adults working at those schools, almost one-fifth of the population passes through the Nation’s schools on any given weekday. Clearly, strong school mental health programs can attend to the health and behavioral concerns of students, reduce unnecessary pain and suffering, and help ensure academic achievement.

child and adolescent disorders

frequently continue into adulthood.

children with co-existing depression and

conduct disorders become adults.

they tend to use more health care

services and have higher health care costs than other adults.

Negative Long term outcomes

75% of children with significant externalizing

behaviors (severe tantrums, disobedience) eventually engage in predictable and serious law breaking and antisocial behavior (e.g., Reid, 1993).

Negative Long term outcomes

Internalizing disorders (anxiety, depression) result

in increased rates of pathology and lower rates of socialization and academic attainment (Hops, Walker, &

Greenwood, 1988).

– ¾ of students with EBD have been suspended or expelled from school (National Longitudinal Transition Study 2 [NLTS2], 2004). – rates increase from elementary to middle to high school transition.

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THE REMEDY?

Early Identification

early identification & intervention appears to be the

“most powerful course of action for ameliorating life- long problems associated with children at risk for [EBD]” (p. 5). Hester et al. (2004)

Younger children are more likely to be responsive to

and maintain the positive outcomes from early prevention and intervention programs (Bailey, Aytch, Odom,

Symons, & Wolery, 1999

intervening early can interrupt the negative course
f some mental illnesses.

The proposed solution(s)

RtI

1-5%
1-5%
5-10%
5-10%
80-90%
80-90%
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
Universal Interventions
All settings, all students
Preventive, proactive

Responsiveness to Intervention

Academic Systems
Behavioral Systems

What is the R and the I in RTI: Interventions with Evidence and Determining Response Kimberly J. Vannest, PhD Pearson Webminar, February 2013

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Response to Intervention (RtI)

~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
SECONDARY PREVENTION
TERTIARY PREVENTION
PRIMARY PREVENTION
~15

%

Universal Targeted Intensive

All
Some
Few
Continuum of Support for ALL-Dr. Sugai

Universal Targeted Intensive

Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Self-assess

RtI – Monitoring for Prevention at Each Level

Universal
Screening to identify

at risk students

Reduce new cases
f problem behavior
PBIS TRAINING Materials, www.pbis .org

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RtI – Monitoring for Prevention at Each Level

Targeted and Intensive
Progress monitoring with change sensitive

measures to assess intervention effectiveness and aid in formative revision

Monitor response to treatment with multiple

respondents and service providers

Reduce current cases of problem behavior
Reduce complications, intensity, severity of

current cases

Monitor response to treatment and behavioral
PBIS TRAINING Materials, www.pbis .org

Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16. Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25. McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154. McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147. Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62. Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

Academic-Behavior Connection

The Challenge of RtI!!

WORKING WITH ALL STUDENTS

Scenario 1

Dr. Byrd works at Jackson Elementary School, a

small school with 5 classrooms (Grades 1-5). Dr. Byrd meets with a group of 6 students from various grades, biweekly for Social Skills Training and is responsible for monitoring their progress. She would like to track their progress (this includes gathering baseline data, quarterly data, and biweekly progress monitoring data from a variety of raters).

– Teachers – Parents

Scenario 1

Dr. Byrd creates her intervention group.
Generates her intervention group

Assessments.

And a Group Report after 4 data

collection points.

Scenario 2

Mrs. Benyamin is a Special Education

teacher at Jackson Elementary School.

Benyamin would like to track the IEP

behavior goals for each of her 5 students receiving special education services in her class.

…..and would like to avoid….

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Scenario 3- A progressive principal !!!!

As a school principal, Mrs Smith would

like to implement a comprehensive RtI plan in her building in order to have information about her students’ academic skills and overall mental/behavioral health. She wants to determine and discuss present programs and if needed implement new

nes.

Perhaps a view of individual classes?

Let’s see the progress in a class using

the CLASS REPORT feature.

A need for a paradigm shift

To help children we need to focus on

PREVENTION.

To PREVENT we need to know what

we are dealing with …THE CHALLENGES.

Challenges

Find a screening tool
Determine the logistics of collecting data
Have an easy access to group data

– Grade – Teacher

Address immediate student needs

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Traditional Behavior Rating Scales

Diagnostic--capitalize on discrimination of

individual differences (Conners, BASC, Devereux, MMPI-A etc)

Very time consuming – meet with

resistance and impractical when a number

f data collection points are needed.
Not designed to be sensitive to change
STATIC

Mack D. Burke John Davis Cole Davis (2011) CCBD, 2011 conference, New Orleans

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RtI & Behavior

TM

By James L. McDougal, Psy. D., Achilles N. Bardos, Ph.D., & Scott T. Meier, Ph.D.

BIMAS- Where are we coming from?

A 12 year Journey

Dr. McDougal was

still doing the “real” thing

Finally someone at MHS, Inc.

believed in our idea…!!!

TM

By James L. McDougal, Psy. D., Achilles N. Bardos, Ph.D., & Scott T. Meier, Ph.D.

What is the BIMAS?

1. Screening- as a brief screening device to detect students in need of further assessment and to identify their respective areas of strengths and needs. 2. Student Progress Monitoring- To provide feedback about the progress of individual students or clients. 3. Program Evaluation - To gather evidence that intervention services are effective.

The BIMAS can be used by anyone who is required (or wishes) an outcome measure sensitive to short term therapeutic gains

school-based mental health providers
Public/private organizations providing school
r community-based intervention programs
community mental health agencies
managed care agencies (HMOs)
others

Uses of the BIMAS

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Format of the BIMAS

A multi-informant assessment

system –Parent –Teacher –Self (12 -18 yrs old) –Clinician The BIMAS rating scheme

Background & Development

BIMAS foundation- Earlier Studies

Meier has studied scales constructed

with both traditional and IISR procedures in a variety of clinical and school settings (e.g., Meier, 2004, 2000, 1998). Overall, scales constructed with IISR procedures demonstrated larger treatment effect sizes than traditional scales and adequate reliability estimates. Meier Intervention Item Selection Rules

1. Ground items in theory

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2. Aggregate Items at an appropriate level.
3. Avoid ceiling, floor & under-estimation

effects

4. Demonstrate Change in Interventions
5. Change in the direction

expected

6. Evaluate item change

in intervention and control groups

7. Examine equivalence of item scores at

intake between groups

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9. Aggregate selected items

into scales and cross-validate.

Concluding comments

The BIMAS Scale Structure BIMAS Standard

Behavioral Concern Scales:

Conduct— anger management problems, bullying

behaviors, substance abuse, deviance

Negative Affect — anxiety, depression
Cognitive/Attention — attention, focus, memory,

planning, organization Adaptive Scales:

Social — social functioning, friendship maintenance,

communication

Academic Functioning — academic performance,

attendance, ability to follow directions

The Conduct scale

 appeared angry.  engaged in risk taking behavior(s).  fought with others (verbally, physically, or both).  lied or cheated.  lost his/her temper when upset.  was aggressive (threatened or bullied others).  was suspected of using alcohol and/or drugs.  was sent to an authority for disciplinary reasons.  was suspected of smoking or chewing tobacco.

The Negative Affect scale

appeared sleepy or tired. appeared depressed. acted sad or withdrawn.  was easily embarrassed or felt ashamed  appeared anxious. expressed thoughts of hurting self.  was emotional or upset.

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The Cognitive/Attention scale

had trouble paying attention. was impulsive. had problems staying on task. acted without thinking. had trouble remembering.  had difficulties with organizing things.  fidgeted.  had trouble planning.

The Social Scale

shared what he/she was thinking about. spoke clearly with others. maintained friendships. Appeared comfortable when relating to

thers.

 was generally friendly with others.  worked out problems with others.  attended his/her scheduled therapy

appointments. (Clinician Form)

The Academic Functioning Scale

(parent & teacher form)

Followed directions Received failing grades Worked up to his/her academic potential Went prepared to class Was absent from school

The BIMAS-Flex

10 extra Flex items for each screener

item with specific to or closely related behaviors /emotions.

Flex items can be selected by the

intervention team (Parent, school, clinician) and customize for each child as needed.

BIMAS Flex features

Select items based on elevated Standard

scale score for an individual student

make notes to describe specific behaviors,

response to services, or to add other comments.

If student was previously tested or diagnosed

using any child behavioral assessment instrument (e.g., Conners, BASC-2, etc.), then BIMAS-Standard administration will not be necessary for BIMAS-Flex administration.

Parent, Teacher, Self and Clinician forms

BIMAS Flex Example

Standard Item:

Fought with others (verbally, physically, or both)

Negatively worded:

Argued with peers
Argued with teachers
Argued with parents
Argued with siblings
Talked back to parents
Talked back to teachers
Physically hurt peers
Physically hurt parents
Physically hurt teachers
Physically hurt siblings
Threatened peers
Threatened teachers
Threatened parents
Threatened siblings

Positively worded:

Showed regret after a fight
Was respectful to adults
Walked away from a fight
Prevented a fight
Stopped an argument
Found a positive outlet for

frustration

Avoided a verbal confrontation

Or…custom create your own!

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How do we generate a Flex Item progress monitoring plan?

The BIMAS-Flex Item treatment plan.

How to use the BIMAS

Response to Intervention (RtI)

Progress monitoring with the BIMAS

Universal Screenings (Tier I)

– Use the BIMAS-Standard form

Early Fall
Mid year
Late Spring

– What do we want to know ? – What data a are available ?

System data (classrooms, grades, schools)
Individual data (specific students)

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Progress monitoring with the BIMAS at Tier II & III

A smaller group or individual students

– Follow up with data from Tier I using the

BIMAS - Standard form OR use
BIMAS FLEX (customized for each student)
GOAL— NOT TO GIVE STUDENTS A

TIER LABEL but TO DETERMINE SUPPORTIVE INTERVENTIONS NEEDED.

Administration & Scoring

More on this later on with live demos…..

BIMAS Technical Information

Norms development
Psychometric properties

– Reliability – Validity

Normative Sample

Total Sample N = 4,855 Parent N = 1,867 Normative N = 1,400 Clinical N = 467 Teacher N = 1,938 Normative N = 1,400 Clinical N = 538 Self-Report N = 1,050 Normative N = 700 Clinical N = 350

Psychometric Properties

Reliability

– Internal Consistency – Test-Retest (stability)

Validity

– Content and sources of information for decision making – Construct

Scale structure
Screening accuracy
Concurrent validity
Progress monitoring

Internal Consistency Cronbach’s Alpha

Form

Behavioral Concern Scales Adaptive Scales

Conduct Negative Affect Cognitive/ Attention Social Academic Functioning

Parent

.87 .82 .90 .84 .77

Teacher

.91 .85 .91 .85 .81

Self-Report

.88 .85 .87 .83 .75

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Validity

The validity of a test refers to the quality

f inferences that can be made by the

test’s scores, that is, how well does the test measures and supports with empirical evidence the claims it makes for its use and applications.

Claims & Evidence

The BIMAS is a multi-informant

screening tool to identify emotional and behavior concerns

– Teacher – Parent – Self

A progress monitoring tool

Content validity

Behaviors included in the BIMAS

Standard and BIMAS Flex

– Meier's work presented earlier on change sensitive item selection – Input from colleagues in field testing studies over an 8 year period

Structure of items into scales

– Exploratory factor analysis – Rational/clinical analysis

BIMAS as a Screening Tool

Ratings offered by parents, teachers,

students (self)

Clinical samples were identified during

the standardization process.

– Screening criteria were applied thru the use of a Clinical Diagnostic Information Form.

Clinical Diagnoses of the samples rated by teachers, parents and students themselves. Clinical Group Teacher Parent Self Total N % N % N % N DB 123 22.9 70 15.0 65 18.6 258 ADHD 109 20.3 117 25.1 89 25.4 315 Anxiety 55 10.2 67 14.3 56 16.0 178 Depression 60 11.2 73 15.6 62 17.7 195 PDD 95 17.7 86 18.4 65 18.6 246 LD 45 8.4 ‐‐ ‐‐ ‐‐ ‐‐ 45 DD 30 5.6 ‐‐ ‐‐ ‐‐ ‐‐ 30 Other 21 3.9 54 11.6 13 3.7 88 Total 538 100.0 467 100.0 350 100.0 1355

THE BIMAS Clinical Samples The BIMAS as a Screening Tool How were the data analyzed?......

What is the % correct classification

estimates for the….

– Clinical – Non-clinical – Total sample

Calculate other accuracy classification

statistics

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Overall correct classification rate The percentage or proportion of correct group classifications made using the BIMAS scores. The higher the value, the better the scale is at correctly classifying cases. Sensitivity The ability of the BIMAS T‐scores to correctly detect clinical cases in a population (i.e., the proportion of the clinical cases predicted by the BIMAS to belong to the clinical group). The higher the value, the better the scale is at correctly classifying cases. Specificity The ability of the BIMAS T‐scores to correctly identify general population cases (i.e., the proportion of general population cases predicted by the BIMAS to belong to the general population group). The higher the value, the better the scale is at correctly classifying cases.

Calculate other accuracy classification statistics

False‐positive rate The percentage of children identified by the BIMAS as having a clinical condition who, based on previous diagnosis, do not have a diagnosis. The lower the value, the better the scale is at correctly classifying cases. False‐negative rate The percentage of children identified by the BIMAS as not having a clinical condition who, based on previous diagnosis, do have that disorder. The lower the value the better the scale is at correctly classifying cases. Negative predictive power The percentage of children identified by the BIMAS as not having a clinical condition who, based on previous diagnosis, do not have that disorder. The higher the value, the better the scale is at correctly classifying cases.. Positive predictive power The percentage of children identified by the BIMAS as having a clinical condition who, based on previous diagnosis, have that disorder. The higher the value, the better the scale is at correctly classifying cases.

Calculate other accuracy classification

statistics

The Teachers as screening agents

BIMAS–T scores for Clinical sample

BIMAS-T Standard Scales Clinical Sample Cohen’s d N M SD Conduct 516 63.5 10.9 1.3 Negative Affect 537 66.4 10.4 1.6 Cognitive/Attention 538 66.6 9.8 1.7 Social 538 35.6 10.3 −1.4 Academic Functioning 538 40.2 9.8 −1.0

Note. Clinical Ms (SDs) compared to values from the normative sample (N = 1,361, M = 50,

SD = 10). Cohen’s d values of ∣0.2∣ = small effect, ∣0.5∣ = medium effect, and ∣0.8∣ = large effect.

Classification Accuracy of BIMAS–Teacher Scales

Classification Accuracy Statistic Full Range of Scores Cut-Scores Overall Correct Classification 85.2% 82.5% Sensitivity 83.5% 80.1% Specificity 85.8% 83.4% Positive Predictive Power 68.4% 64.9% Negative Predictive Power 93.4% 91.6%

The Parents as screening agents

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BIMAS–P scores can differentiate between Clinical vs. Non-Clinical

BIMAS-P Standard Scales Clinical Sample Cohen’s d N M SD Conduct 467 60.3 10.5 1.0 Negative Affect 467 61.5 10.3 1.1 Cognitive/Attention 467 60.7 9.9 1.1 Social 467 38.4 9.9 −1.2 Academic Functioning 467 40.4 7.9 −1.0

Note. Clinical Ms (SDs) compared to values from the normative sample (N = 1,400, M = 50,

SD = 10). Cohen’s d values of ∣0.2∣ = small effect, ∣0.5∣ = medium effect, and ∣0.8∣ = large effect.

Classification Accuracy of BIMAS–Parent Scales

Classification Accuracy Statistic Full Range of Scores Cut-Scores Overall Correct Classification 78.3% 78.6% Sensitivity 80.1% 73.4% Specificity 77.7% 80.3% Positive Predictive Power 54.6% 55.4% Negative Predictive Power 92.1% 90.1%

The Students as screening agents

BIMAS–SR scores can differentiate between Clinical vs. Non-Clinical

BIMAS-P Standard Scales Clinical Sample Cohen’s d N M SD Conduct 350 57.3 9.7 0.7 Negative Affect 350 59.2 9.7 0.9 Cognitive/Attention 350 57.3 8.2 0.8 Social 350 41.4 9.7 −0.9 Academic Functioning 350 42.3 8.3 −0.8

Note. Clinical Ms (SDs) compared to values from the normative sample (N = 703, M = 50, SD

= 10). Cohen’s d values of ∣0.2∣ = small effect, ∣0.5∣ = medium effect, and ∣0.8∣ = large effect.

Classification Accuracy of BIMAS–Self-Report Scales

Classification Accuracy Statistic Full Range of Scores Cut-Scores Overall Correct Classification 71.5% 71.8% Sensitivity 76.3% 67.1% Specificity 69.1% 74.1% Positive Predictive Power 55.3% 56.5% Negative Predictive Power 85.3% 81.9%

The BIMAS as a Progress Monitoring Tool

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Progress Monitoring

Documenting and Measuring

Change/progress

– BIMAS Standard – BIMAS Flex

Progress Monitoring with the BIMAS Standard

Numerous Group reports for each BIMAS

scale…across Universal Assessments by:

– School; – Grade ; – Rater – Service Code (reg educ, spec educ, Title 1) – Risk level across Universal assessments

More on this during the demonstration of the BIMAS.

Type of scores

– % percentages for risk categories – % percentiles – T-scores for all 5 scales

GOAL…

– DESCREASE Behavior Concerns scores – INCREASE Adaptive behavior scores

BIMAS-Scores for Progress and Outcome Monitoring

Progress vs. Outcome monitoring
Several methods, but no consensus
BIMAS indexes of CHANGE

– visual displays, – effect size (ES) estimates, – the reliable change index (RCI).

BIMAS Visual Displays BIMAS Effect size estimates

Clement, 1999

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BIMAS Effect size report

Reliable Change Index ( RCI)

(Jacobson & Truax, 1991).

Has a clinically significant change occurred

for a student?

the RCI formula employs an individual’s pre

and post scores, the pretest standard deviation for a group of scores, and a reliability estimate for the test.

Progress Monitoring with the BIMAS Anger Management Study

Anger Management Treatment Study

N = 46 (ages 12 to 18 years) Gender: 32 males and 14 females. Race/Ethnicity: 30 African American, 2 Hispanic & 14 Caucasian students

BIMAS scores showed good sensitivity

to change in response to intervention in theoretically expected direction

Pre‐Post Intervention Performance of an Anger Management

Treatment Group: BIMAS–Teacher T‐scores

Statistically significant change in theoretically expected direction

BIMAS-T Scale Pre-Test Post-Test t Cohen’s d Conduct M 65.9 59.3

9.2 1.5

SD 4.8 3.7 Negative Affect M 63.0 53.9

6.6 1.0

SD 10.7 7.7 Cognitive/ Attention M 63.3 55.3

7.3 1.2

SD 6.6 6.9 Social M 30.0 34.4

−3.4 −0.7

SD 5.5 7.2 Academic Functioning M 41.9 45.7

−5.2 −0.8

SD 4.9 4.1

Note. N = 46. All ts significant at p < .01.
Cohen’s d values of |0.2| = small effect, |0.5| = medium effect, and |0.8| = large effect.
Pre‐Post Intervention Performance of an Anger Management

Treatment Group: BIMAS–Parent T‐scores

Statistically significant change in theoretically expected direction

BIMAS-P Scale Pre-Test Post-Test t Cohen’s d Conduct M 66.6 53.5

12.7* 2.6

SD 5.8 4.3 Negative Affect M 60.8 47.1

10.4* 1.7

SD 9.5 6.9 Cognitive/ Attention M 59.4 49.5

10.3* 2.0

SD 5.4 4.6 Social M 31.7 37.5

−4.7* −1.0

SD 4.9 6.9 Academic Functioning M 40.0 45.7

−7.3* −1.3

SD 4.4 4.1

Note. N = 46. All ts significant at p < .01.
Cohen’s d values of |0.2| = small effect, |0.5| = medium effect, and |0.8| = large effect.

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Pre‐Post Intervention Performance of an Anger Management

Treatment Group: BIMAS–Self‐Report T‐scores

Statistically significant change in theoretically expected direction

BIMAS-SR Scale Pre-Test Post-Test t Cohen’s d Conduct M 65.5 52.2

13.8* 2.8

SD 5.4 3.8 Negative Affect M 59.2 44.6

11.5* 1.8

SD 9.8 6.5 Cognitive/ Attention M 62.7 49.6

12.9* 2.4

SD 6.6 4.2 Social M 35.1 39.5

−4.5* −0.8

SD 6.2 4.8 Academic Functioning M 38.9 46.2

−10.1* −1.8

SD 5.0 3.0

Note. N = 46. All ts significant at p < .01.
Cohen’s d values of |0.2| = small effect, |0.5| = medium effect, and |0.8| = large effect.

Intervention Study with ADHD children Cherise Lerew, Ph.D. Achilles N Bardos, Ph.D.

The Intervention study

children with ADHD have poor executive

functions.

children with ADHD perform low in planning on

the CAS (Naglieri and Reardon, 1991)

Past intervention research with CAS used

students with LD, NOT children with ADHD

The Planning Facilitation Method has been used

with math and reading comprehension, but never with behavior

Measures Used

Math – Math worksheets – Basic Achievement Skills Inventory (BASI) Reading – Qualitative Reading Inventory-Third (QRI-3) – Basic Achievement Skills Inventory (BASI) Behavior – Treatment Outcome Monitoring Assessment System (TOMAS) – Devereux Scales of Mental Disorders (DSMD)

Math
Reading
Behavior

Math Results

Math scores improved for all students
Percent change ranged from 13% to 185%
All students displayed stable baselines (before

intervention was introduced)

5 out of 6 students showed an upward trend in

the intervention phase

Example:

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Reading Comprehension Results

All students displayed a positive gain in reading
Percent change ranged from 1 to 10%
All students displayed stable baselines (before

intervention was introduced)

3 out of 6 students displayed a trend during the

intervention phase

Example:

Weekly Behavior Scale (BIMAS) Results

All students appeared to have a decrease

in behaviors from baseline to intervention phases on a weekly rating scale (BIMAS)

Example:
Intervention
Baseline

Pre- and Post Test Behavior Results

5 of the 6 students displayed a significant

decrease in behaviors from pre- to post- testing on overall behavior (Total DSMD score)

Findings…

The planning facilitation intervention

improved academic achievement for children with ADHD

The intervention decreased overall

behavior for all students on weekly rating scales and 5 out of 6 children on pre- and posttest measures of behavior

Concurrent Validity Relationship with other Tests

Convergent Validity

– Degree to which results from theoretically- related measures converge

– Pearson’s Correlation (r) between

BIMAS & Conners Comprehensive Behavior Rating Scales (Conners CBRS) on relevant scales

BIMAS Online

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24

Some Key Features

Web-based: allows users to access from

different locations

Different levels of access
User interface tailored to needs of the user
Online or paper administration
Paper tests can be generated and scanned in

batches with any regular scanner

Student information does not have to be

reentered for every single administration

Real-time reporting
Many custom features

Summary/Strength of BIMAS

BIMAS: empirically-based; sensitive to

change (excellent for RtI) √

Standard & Flex √
Big Norm Samples & Good Psychometric

Properties √

Powerful Web-based Interface √
Easy paper & online administration and

scoring options √

Wide Selection of Informative Web-based

Reports √

Academic-Behavior Connection

“Viewed as outcomes, achievement and

behavior are related; viewed as causes of each other, achievement and behavior are

unrelated. In this context, teaching behavior

as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.”

Algozzine, Wang, & Violette (2011), p. 16.
RTI
Integrated

Continuum

Mar 10 2010
Academic

Continuum

Behavior

Continuum

NEXT, BIMAS web-based interface

www.achillesbardos.com