Bryce McLeod

Elementary school is an important time to promote the SEB competencies of students. Comprehensive intervention models (i.e., manualized programs that include multiple practices such as behavior specific praise) and discrete practices (i.e., a specific behavior or action) exist that improve SEB outcomes of elementary students, but these models and practices do not demonstrate the same level of efficacy across all students. As a result, it is difficult for researchers and stakeholders to acces...

The purpose of this project is to further refine and evaluate the Treatment Integrity Instrument of Elementary Settings, consisting of teacher- (TIES-T) and observer-report (TIES-O) versions, for use in a quality improvement (QI) process. The QI process is designed to support the implementation and sustainment of universal evidence-based programs (EBPs) for student social, emotional, and behavioral (SEB) needs in elementary schools. The researchers will iteratively refine and validate the TI...

Many preschool children exhibit problem behaviors and pre-academic deficits that place them at risk for emotional and behavioral disorders. Evidence-based instructional practices delivered by teachers in classrooms have demonstrated positive effects for young children with problem behavior.  Efforts to implement and evaluate the evidence-based programs (EBPs) for preschool children with problem behaviors across diverse early childhood classrooms face a number of implementation and evaluatio...