Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
Key outcomes
People and institutions involved
IES program contact(s)
Products and publications
Products: The products of this project included evidence of the efficacy of TIPS, published reports, and presentations.
ERIC Citations: Find available citations in ERIC for this award here.
WWC Review: This study (Horner et al., 2018) was reviewed and met WWC group design standards without reservations.
Additional Online Resources and Information: TIPS materials and videos can be accessed at https://www.pbis.org/resource-type/materials#tips and https://www.pbis.org/video-examples/video#tips.
Book chapter
Newton, J.S., Todd, A.W., Algozzine, B., Algozzine, K., Horner, R.H., and Cusumano, D.L. (2014). Supporting Team Problem Solving in Inclusive Schools. In J. McLeskey, N.L. Waldron, F. Spooner, and B. Algozzine (Eds.), Handbook of Effective Inclusive Schools: Research and Practice (pp. 275-291). New York: Routledge.
Book chapter, edition specified
Todd, A., Algozzine, B., Horner, R., and Algozzine K. (in press). Data-Based Decision-Making. In C. Reynolds, K. Vannest, and E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults With Disabilities and Other Exceptional Individuals (4th ed.). Hoboken, NJ: John Wiley and Sons.
Journal article, monograph, or newsletter
Algozzine, B., Horner, R.H., Todd, A.W., Newton, J.S., Algozzine, K., and Cusumano, D. (2016). Measuring the Process and Outcomes of Team Problem Solving. Journal of Psychoeducational Assessment, 34(3): 211-229. doi:10.1177/0734282915592535
Horner, R. H., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, K., Cusumano, D., & Preston, A. (2018). A Randomized Waitlist Controlled Analysis of Team-Initiated Problem Solving Professional Development and Use. Behavioral Disorders, 43(4): 444-456. doi:10.1177/0198742917745638
Todd, A. W., Algozzine, B., Horner, R. H., Preston, A. I., Cusumano, D., & Algozzine, K. (2019). A Descriptive Study of School-Based Problem-Solving. Journal of Emotional and Behavioral Disorders, 27 (1): 14-24. doi:10.1177/1063426617733717
Related projects
Supplemental information
Co-Principal Investigator: Algozzine, Bob
- As a result of Phase 1 activities, the Decision Observation, Recording, and Analysis (DORA) tool, a measure of team-based problem solving, was revised to also assess the extent to which team-generated solutions were implemented with fidelity. Scores on the resulting measure, the DORA-II were found to be valid indicators of problem solving and provided technically adequate information on the extent to which teams had implemented a solution and whether it made a difference for students (Algozzine et al., 2016).
- Results from the Phase 2 efficacy study indicated that teams who participated in TIPS demonstrated greater improvements in problem-solving, decision-making, and meeting outcomes compared to teams in the wait-list control group. In addition, schools with teams that participated in TIPS were more likely to implement solutions developed via the TIPS problem-solving protocols and had fewer out-of-school suspensions than schools in the control group (Horner et al., 2018).
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.