David James Royer
Biographic Data
| ID | 9523297 |
|---|---|
| NAME | David James Royer |
| GIVEN NAMES | David James |
| FAMILY NAME | Royer |
| SIGNATURE | ROYER D J |
| AFFILIATIONS | University of Louisville |
| ORCID | 0000-0003-2882-1049 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Systematic Review of Second Step Social-Emotional Learning in Elementary Schools
In this systematic literature review we examined evidence for Second Step , a social-emotional learning curriculum implemented as a Tier 1 practice with elementary students. We applied Council for Exceptional Children (CEC) Standards for Evidence-Based Practices in Special Education to evaluate if Second Step elementary could be considered an evidence-based practice. We found 37 studies meeting inclusion criteria, of which 13 met our weighted CEC…
Elementary Educators’ Well-Being in Ci3T
This study extends prior inquiry examining educators’ well-being in the context of Comprehensive, Integrated, Three-Tiered (Ci3T) models, one type of integrated tiered system. We investigated educators’ well-being (self-efficacy, burnout) and implementation (treatment integrity, social validity) during the post-pandemic era among educators in schools with ≥3 years of Ci3T implementation. Findings indicated consistently high levels of treatment in…
Mapping the Research Base for Universal Behavior Screeners
Universal behavior screening is used in schools worldwide to detect students with and at risk for behavioral challenges. A plethora of instruments is available for this purpose, though little metascience has been conducted to review and synthesize methods used to study these instruments in educational settings, nor is there a comprehensive list of instruments to support educators in selecting an appropriate tool. We conducted this review to provi…
Supporting educators to implement behavior-specific praise
We conducted a synthesis of recent systematic reviews with a specific focus on the professional learning aspects of behavior-specific praise (BSP). We examined training procedures and support types aimed at facilitating effective BSP implementation, addressing the following research questions: What procedures were used in training the intervention agent to deliver BSP? To what degree were training integrity and social validity of training procedu…
Student-delivered behavior-specific praise
Behavior-specific praise is an easy-to-implement, teacher-delivered strategy that supports academic engagement while preventing and reducing disruptive behavior. By letting students know what they did, specifically, to meet academic, behavioral, and/or social expectations, students who find teacher attention reinforcing are more likely to engage in the same behavior more often in the future. While teacher-delivered behavior-specific praise was cl…
Behavior-specific praise
Behavior-specific praise (BSP) is a low-intensity strategy used to reinforce positive student behaviors in school settings. BSP is currently a potentially evidence-based practice , with more studies with three or more participants needed to contribute to the literature base. This study investigated the impact of teacher-delivered BSP on student on-task behavior in an inclusive second grade classroom taught by a general and special education cotea…
Effect of behavior-specific praise on student on-task behavior in career and technical education
Behavior-specific praise (BSP) is a low-intensity strategy used to reinforce positive behaviors, including student academic engagement in school settings. In this study, we leveraged a single training on BSP for a career and technical education (CTE) teacher in a suburban Southeast high school to determine effects on student on-task behavior. Using an A-B-A-B withdrawal design, we observed the teacher’s rate of general praise and BSP statements, …
A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools
In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education with an 80% weighted criterion. We determined five studies met the weighted 80% criteria and one study demonstrated a positive effect as defined by Council f…
Supporting the Installation of Comprehensive, Integrated, Three-Tiered Models of Prevention
We provide results from a district-wide survey of 253 certified educators to determine (a) the degree to which they reported implementing components of their school’s comprehensive, integrated, three-tiered (Ci3T) model of prevention in the current year and (b) the areas in which educators might benefit from continued professional learning. The purpose of this study was to develop a data informed professional learning plan to continue to support …
Burnout of Special Educators Serving Students With Emotional-Behavioral Disorders
We examined changes in burnout across three timepoints in one school year, in a sample ( N = 230) of special educators serving students with emotional-behavioral disorders, in 15 school districts selected through stratified random sampling at the national level. Emotional exhaustion decreased at each timepoint in the school year and personal accomplishment increased from fall to spring. Latent growth curve modeling did not produce latent trajecto…
Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention
This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students’ b…
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Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention
This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students’ b…
Supporting the Installation of Comprehensive, Integrated, Three-Tiered Models of Prevention
We provide results from a district-wide survey of 253 certified educators to determine (a) the degree to which they reported implementing components of their school’s comprehensive, integrated, three-tiered (Ci3T) model of prevention in the current year and (b) the areas in which educators might benefit from continued professional learning. The purpose of this study was to develop a data informed professional learning plan to continue to support …
Burnout of Special Educators Serving Students With Emotional-Behavioral Disorders
We examined changes in burnout across three timepoints in one school year, in a sample ( N = 230) of special educators serving students with emotional-behavioral disorders, in 15 school districts selected through stratified random sampling at the national level. Emotional exhaustion decreased at each timepoint in the school year and personal accomplishment increased from fall to spring. Latent growth curve modeling did not produce latent trajecto…
A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools
In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education with an 80% weighted criterion. We determined five studies met the weighted 80% criteria and one study demonstrated a positive effect as defined by Council f…
Student-delivered behavior-specific praise
Behavior-specific praise is an easy-to-implement, teacher-delivered strategy that supports academic engagement while preventing and reducing disruptive behavior. By letting students know what they did, specifically, to meet academic, behavioral, and/or social expectations, students who find teacher attention reinforcing are more likely to engage in the same behavior more often in the future. While teacher-delivered behavior-specific praise was cl…
Behavior-specific praise
Behavior-specific praise (BSP) is a low-intensity strategy used to reinforce positive student behaviors in school settings. BSP is currently a potentially evidence-based practice , with more studies with three or more participants needed to contribute to the literature base. This study investigated the impact of teacher-delivered BSP on student on-task behavior in an inclusive second grade classroom taught by a general and special education cotea…
Effect of behavior-specific praise on student on-task behavior in career and technical education
Behavior-specific praise (BSP) is a low-intensity strategy used to reinforce positive behaviors, including student academic engagement in school settings. In this study, we leveraged a single training on BSP for a career and technical education (CTE) teacher in a suburban Southeast high school to determine effects on student on-task behavior. Using an A-B-A-B withdrawal design, we observed the teacher’s rate of general praise and BSP statements, …
Supporting educators to implement behavior-specific praise
We conducted a synthesis of recent systematic reviews with a specific focus on the professional learning aspects of behavior-specific praise (BSP). We examined training procedures and support types aimed at facilitating effective BSP implementation, addressing the following research questions: What procedures were used in training the intervention agent to deliver BSP? To what degree were training integrity and social validity of training procedu…
A Systematic Review of Second Step Social-Emotional Learning in Elementary Schools
In this systematic literature review we examined evidence for Second Step , a social-emotional learning curriculum implemented as a Tier 1 practice with elementary students. We applied Council for Exceptional Children (CEC) Standards for Evidence-Based Practices in Special Education to evaluate if Second Step elementary could be considered an evidence-based practice. We found 37 studies meeting inclusion criteria, of which 13 met our weighted CEC…
Elementary Educators’ Well-Being in Ci3T
This study extends prior inquiry examining educators’ well-being in the context of Comprehensive, Integrated, Three-Tiered (Ci3T) models, one type of integrated tiered system. We investigated educators’ well-being (self-efficacy, burnout) and implementation (treatment integrity, social validity) during the post-pandemic era among educators in schools with ≥3 years of Ci3T implementation. Findings indicated consistently high levels of treatment in…
Mapping the Research Base for Universal Behavior Screeners
Universal behavior screening is used in schools worldwide to detect students with and at risk for behavioral challenges. A plethora of instruments is available for this purpose, though little metascience has been conducted to review and synthesize methods used to study these instruments in educational settings, nor is there a comprehensive list of instruments to support educators in selecting an appropriate tool. We conducted this review to provi…
Behavioral and Psychological Studies (9 works) · Psychology (7 works) · Computer Science (5 works) · Early Childhood Education and Development (4 works) · Education Discipline and Inequality (4 works) · Engineering (4 works) · Praise (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Mathematics education (3 works) · Medicine (3 works)