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| Understanding Implementation Variables to Improve School-Wide and Classroom-Wide Behavior Support Strategies |
| Monday, May 30, 2005 |
| 10:30 AM–11:50 AM |
| Williford C (3rd floor) |
| Area: EDC; Domain: Applied Research |
| Chair: Robert F. Putnam (The May Institute) |
| Discussant: Robert F. Putnam (The May Institute) |
| Abstract: Behavior analysts have the ability to critically determine what factors prevent schools and classroom teachers from implementing empirically supported methods of improving student behavior. Through data-based decision making and behavioral consultation we can examine the degree to which schools implement interventions as designed and then provide concrete methods to improve treatment integrity. This symposium will describe a comprehensive and systemic prevention program that provides training and consultation from a community-based organization to school staff. By systematically using data to design, implement and evaluate effective school-wide behavioral support practices, schools have improved outcomes for both students and adults. Data will be presented to demonstrate how schools enhance the effectiveness of school-wide and classroom-wide behavior support practices by examining treatment integrity data as they related to student (e.g., on-task behavior, discipline referrals) and adult (e.g., reinforcement, proactive monitoring) changes in behavior. |
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| Examining the Effects of School-wide Implementation Strategies on Student Referral and Suspension Patterns |
| JAMES E. CONNELL (The May Institute), Kimberly S. Thier (The May Institute), Jeffrey Pisacreta (The May Institute), Marcie W. Handler (The May Institute) |
| Abstract: A fundamental part of implementing school-wide positive behavior support (PBS) practices is the ability of a school team to examine trends in student behavior in order to make data-based decisions. However, before student behavior outcomes can be evaluated and efficient and effective decisions made, it is necessary to establish to what degree practices are being implemented according to the intervention plan. Thus, data are measured through multiple assessment tools including interviews and observations of non-classroom locations (e.g., using an adapted version of the Systems-wide Evaluation Tool; Sugai, Lewis-Palmer, Todd, & Horner, 1999), knowledge surveys, and measurements of staff participation in training and consultation meetings. Specific examples will be provided of schools with varying levels of implementation as measured through these tools and the corresponding changes in student referral and suspension patterns. |
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| Relationship Between School-wide Implementation Factors and Classroom Behavior Support Practices |
| JENNIFER A. MAUTONE (The May Institute), Jeffrey Pisacreta (The May Institute), James E. Connell (The May Institute), Kimberly S. Thier (The May Institute), Adam Feinberg (The May Institute), Marcie W. Handler (The May Institute) |
| Abstract: A primary focus of school-wide PBS consultation is to increase the consistency with which adults respond to students with the intention of reinforcing and shaping appropriate behavior. Given that behavior is a primary concern among school staff and resources are limited, it is critical that behavior supports be provided efficiently. Schools could use their resources more efficiently if applications of school-wide behavior supports could generalize to classroom teacher behavior. This presentation will examine the relationship between the implementation of school- and class-wide behavior supports by comparing data collected using an adapted version of the School-wide Evaluation Tool (SET; Sugai, Lewis-Palmer, Todd, & Horner, 1999) with the Classroom Observation System (COS; Handler & Putnam, 2000). In particular, it will discuss how changes in the levels of school-wide supports can affect the generalization of effective behavioral principles in the classroom by teachers and the corresponding changes in student behavior. |
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| Applications of Behavioral Consultation to Improve Teacher and Classroom Behavior Support Practices |
| CHRISTINE M. DAVIS (The May Institute), Jannette Rey (The May Institute) |
| Abstract: The management of students’ classroom behaviors by educators is essential for effective instruction and high academic performance. Many teachers participate in professional development to develop effective behavioral support strategies for students with challenging behaviors. However, research indicates that the generalization of teachers’ skills following these trainings is greatly enhanced if they have opportunities during which their skills can be observed, and they receive direct and ongoing feedback on their performance. Data will be presented from general education classrooms in an urban middle school before and after teachers received both training and consultation. Outcomes include significant improvements in student on-task behavior and teacher behaviors (e.g., time spent actually instructing, preventing problematic behaviors, and reinforcing appropriate prosocial behaviors). A discussion will be provided on the importance of visual and written feedback as methods to improve the consultation process and the need for both effective training and consultation to improve classroom outcomes. |
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