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Title: Chris%20Borgmeier,%20PhD

1
Ways of Knowing Research Based Practices

Chris Borgmeier, PhD
Portland State University

We associate truth with convenience, with what
most closely accords with self-interest and
personal well-being, or promises best to avoid
awkward effort or unwelcome dislocation of life.
We also find highly acceptable what contributes
most to self-esteem.
John Kenneth Galbraith

Conventional wisdom must be simple, convenient,
comfortable, and comforting not necessarily
true.
Steven Levitt

4
Ways of Knowing

Personal experience
Research can stimulate, inform, reinforce,
challenge question our own experiences to
enhance professional judgment
Tradition
Simply accept what has been done as the bet or
right way (eliminates the need to search for
knowledge understanding)
Authority
People considered to experts or authorities are
major sources of knowledge
Challenge these ways of knowing are primarily
idiosyncratic, informal influenced heavily by
subjective interpretation

5
Ways of Knowing

Research
Involves a systematic process of gathering,
interpreting and reporting information
Disciplined inquiry characterized by accepted
principles to verify that claim is reasonable

6
Types of Research

Basic Research formulates refines theories
Applied Research improves practice solves
practical problems
Action Research goal is to solve a specific
classroom or school problem, improve practice or
help make a decision at as single site

7
What to look for in articles

Refereed v. Non-refereed articles
Refereed articles reviewed by panel of
peers/experts
Non-refereed not reviewed by experts
Pay Journals pay to have information published
Primary source original articles or reports in
which researchers communicate directly the
methods results of their study
Need to then evaluate the methods used in the
study
Secondary source reviews, summarizes or
discusses research conducted by others
Commentary/opinion

8
Quantitative Qualitative Research

Based on different assumptions about how to best
understand and come to know what is true
Quantitative emphasizes numbers, measurement,
deductive logic, control experiments
Qualitative emphasizes natural settings,
understanding, verbal narratives, and flexible
designs

9
Quantitative Research

Experimental Research
Investigators have control over 1 or more
variables manipulate 1 factor to see if it has
an impact on student behavior
Can be used to identify Causal relationships
True Experimental design random assignment
Quasi-experimental design no random assignment
Single Subject design experiment with a single
person or a few individuals

10
Randomized Control Trials

Gold Standard for evaluating an interventions
effectiveness
Studies that randomly assign individuals to an
intervention group or to a control group, in
order to measure the effects of the intervention
Advantage allows evaluation of whether the
intervention caused the outcomes, as opposed to
other factors

11
Quantitative Research

Non-experimental Research no experimental
manipulation or experimental control of factors
that may influence subjects
Usually because events already occurred, or
because they cant be manipulated
Means research can only describe something or
identify relationships between variables cannot
determine causation
Descriptive info. about frequency or amount of
something
Comparative examine differences between groups
on target variable
Correlational investigate relationships between
2 variables
Is there a relationship between

12
Single Subject DesignExample

3 middle school students
Measure on-task behavior in 15 sec. intervals
(momentary time sampling) during first 10 min. of
class
Intervention Greet at door saying students name
positive comment

13
Evaluating a Research Study

Quantity
One study is only one study (unless its a
meta-analysis)
Convergence of evidence required
Quality
Type of Research Design
Sample (size match)
Measures (really measure important change?)

14
Ask a Faculty member
15
Collaborative Problem Solving

Visit the website
http//www.livesinthebalance.org/
What do I notice?
A canoe?
Advertising products for purchase
Lots of testimonials
Little bit of research (6 studies listed)
lets take a closer, evaluative look at the
research

16
Collaborative Problem Solvingdata from CPS
website on 6/18/12

Johnson, M., Ostlund, S., Fransson, G., Landgren,
M., Nasic, S., Kadesjo, B., Gillberg, C., and
Fernell, E. (2012). Attention-Deficit/Hyperactivi
ty Disorder (ADHD) with Oppositional Defiant
Disorder (ODD) in Swedish Children An Open
Study of Collaborative Problem Solving. Acta
Paediactrica, in press.
Ollendick, T. H. (2011). Invited Address
Effective Psychosocial Treatments for Emotional
and Behavioral Disorders in Youth. University of
Stockholm, Sweden..
Fraire, M., McWhinney, E., Ollendick, T.
(2011). The effect of comorbidity on treatment
outcome in an ODD sample. In T. Ollendick
(Chair), Comorbidities in children and
adolescents Implications for evidence-based
treatment. Symposia presented at the
41st European Association for Behavioral and
Cognitive Therapies, Reykjavik, Iceland.
Halldorsdottir, T., Austin, K. Ollendick, T.
(2011). Comorbid ADHD in children with ODD or
specific phobia Implications for evidence-based
treatments. In T. Ollendick (Chair),
Comorbidities in children and adolescents
Implications for evidence-based
treatment. Symposia presented at the
41st European Association for Behavioral and
Cognitive Therapies, Reykjavik, Iceland.
Epstein, T., Saltzman-Benaiah, J. (2010).
Parenting children with disruptive behaviors
Evaluation of a Collaborative Problem Solving
pilot program. Journal of Clinical Psychology
Practice, 27-40.
Martin, A., Krieg, H., Esposito, F., Stubbe, D.,
Cardona, L. (2008). Reduction of restraint and
seclusion through Collaborative Problem Solving
A five-year, prospective inpatient study.
Psychiatric Services, 59(12), 1406-1412.
Greene, R.W., Ablon, S.A., Martin, A. (2006).
Innovations Child Psychiatry Use of
Collaborative Problem Solving to reduce seclusion
and restraint in child and adolescent inpatient
units. Psychiatric Services, 57(5), 610-616.
Greene, R.W., Ablon, J.S., Monuteaux, M., Goring,
J., Henin, A., Raezer, L., Edwards, G., Markey,
J., Rabbitt, S. (2004). Effectiveness of
Collaborative Problem Solving in affectively
dysregulated youth with oppositional defiant
disorder Initial findings. Journal of Consulting
and Clinical Psychology, 72, 1157-1164.
Greene, R.W., Biederman, J., Zerwas, S.,
Monuteaux, M., Goring, J., Faraone, S.V. (2002).
Psychiatric comorbidity, family dysfunction, and
social impairment in referred youth with
oppositional defiant disorder. American Journal
of Psychiatry, 159, 1214-1224.
Greene, R. W., Beszterczey, S. K., Katzenstein
T., Park, K., Goring, J. (2002). Are students
with ADHD more stressful to teach? Patterns of
teacher stress in an elementary school sample.
Journal of Emotional and Behavioral Disorders,
10, 27-37.

NO studies have been conducted in school
settings all research is either with parents or
in-patient clinical settings
These studies to not evaluate effectiveness of CPS
17
Evaluating a Research Study

Abstract
Introduction Literature Review
Research Questions
Method Design
Subjects Settings / Measures/ Procedures
Results
Discussion Conclusions
References

18
Evaluating the Research studies
2004 Greene et al 2006 Greene , Ablon, Martin 2008 Martin et al 2010 Epstein Saltzmann
Subjects Age 47 kids w ODD 4-12 yrs. old 3-14 yrs. old School-age Kids w ODD Under 12 yrs.
Settings Outpatient MH clinic _at_ hospital Inpatient Psyc unit (13 beds) Inpatient Psyc unit (15 beds) Outpatient clinic
Procedure Compare CPS w parent training (PT) group Trained unit staff (pre/post) Trained unit staff (pre/post) Group CPS parent training (pre/post)
Outcome measure ODDRS (unpublished rating scale created by Greene Improvement ratings (maternal therapist) Restraints seclusion Restraints Seclusions Eyberg Child Beh. Inv. Parent Stress Index
Outcome Improved slightly more than PT Reduced Reduced Improvement pre to post
19
What does the research tell us?

So what do we know?
Based on 4 evaluation studies
All include children ages 12 or less (2008 study
does not specify an age range simply school
age)
2 are in inpatient psychiatric hospitals
1 is an outpatient mental health clinic
1 is a parent training program
in school settings 0
The research tells us nothing about the efficacy
of CPS in school settings

20
What does the research tell us?

Outcome measures
ODD Rating Scale (unpublished assessment created
by the author) improvement ratings from parent
therapist
Similar scores to parent training
Reductions in restraint seclusion (Pre/Post)
Is this due to student behavior change or adult
behavior change?
Eyberg CBI Parent Stress Index (Pre/Post)
No studies directly measure changes in student
behavior

21
Concerns

Only 4 research studies evaluating CPS in 4 years
2 on parent training (1 individual training 1
group training)
2 in inpatient psyc facilities
Make sure research you are looking at takes place
in settings that match your application
E.g. school settings v. treatment centers
2 of 4 studies have been conducted by the author
of the program
Concern if authors are benefiting financially
from sale of the program

22
School-wide PBIS Lets compare!

www.pbis.org
Click on Resource Catalog
Then Literature List
Evidence Base for SW-PBIS
Randomized Control Trials

23
Randomized Control Trials of SW-PBIS

Tier 1/ Universal SW-PBIS
Bradshaw, C. P., Mitchell, M. M., Leaf, P. J.
(2010).Examining the effects of school-wide
positive behavioral interventions and supports on
student outcomes Results from a randomized
controlled effectiveness trial in elementary
schools. Journal of Positive Behavior
Interventions, 12(3), 133-148.
Bradshaw, C.,Koth, C., Bevans, K., Ialongo, N.,
Leaf, P. (2008). The impact of school-wide
positive behavioral interventions and supports
(PBIS) on the organizational health of elementary
schools.School Psychology Quarterly.
Bradshaw, C., Reinke, W., Brown, L., Bevans, K.,
Leaf, P. (2008).Implementation of school-wide
positive behavioral interventions and supports
(PBIS) in elementary schools Observations from a
randomized trial. Education and Treatment of
Children, 31, 1-26.
Horner, R. H., Sugai, G., Smolkowski, K., Eber,
L., Nakasato, J., Todd, A. W., Esperanza, J.,
(2009). A randomized, wait-list controlled
effectiveness trial assessing school-wide
positive behavior support in elementary schools.
Journal of Positive Behavior Interventions,
11(3), 133-144.
Sprague, J., Biglan, A., et al (in progress).A
Randomized Control Trial of SWPBS with Middle
Schools.

24
Meta-Analysis

A statistical reviewing technique that provides a
quantitative summary of findings across an entire
body of research
The results of individual studies are converted
to a standardized metric or effect size
These scores are then aggregated across the
sample of studies to yield an overall estimate of
effect size

25
Effect Size