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| Int'l Symposium - The Effects of School Wide Models of Prevention on Social and Academic Behavior Problems |
| Saturday, May 29, 2004 |
| 4:00 PM–5:20 PM |
| Clarendon |
| Area: EDC; Domain: Applied Research |
| Chair: Janine Peck Stichter (University of Missouri-Columbia) |
| Discussant: Timothy J. Lewis (University of Missouri) |
| Abstract: . |
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| Merging Research and Practice Agendas to Prevent Reading and Behavior Difficulties at a Systems Level |
| RUTH A. ERVIN (University of British Columbia), Margaret T. McGlinchey (Kalamazoo Regional Education Service Agency) |
| Abstract: The need to move from “research into practice” has become a mantra in the arena of educational reform. The urgency for bridging science and research agendas is amplified by the longitudinal research suggesting relative stability of negative long-term outcomes associated with early behavior and reading difficulties (Juel, 1988). Many researchers and practitioners have embarked on collaborative projects designed to import “best-practice” models into school settings. Despite initial demonstrations of improvements, follow-up data indicated a failure to sustain such changes when external supports were removed (McDougal, Clonan, & Martens, 2000). Recent approaches differ from previous efforts at school reform because they consider the sound delivery of evidenced-based practices, as well as important systems and organizational management issues necessary to produce sustained use of practices over time.
In this presentation, we will describe lessons learned from adopting separate empirically-derived practices, namely functional assessment and curriculum-based measurement, and a shift toward more promising and systematic capacity building at a district level. We will present data on the process through which a local school district partnered with a university and regional service agency to integrate and align separate initiatives designed to improve the provision of evidence-based practices for students with reading and behavior difficulties. |
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| Promoting Evidenced-Based Practice and Decisions in Schools by Partnering with Schools to Build Capacity |
| AMY L. MATTHEWS (Grand Valley State University), Steve D. Goodman (Ottawa Area ISD), Elizabeth Schaughency (Grand Valley State University), Ruth A. Ervin (University of British Columbia), Margaret T. McGlinchey (Kalamazoo Regional Education Service Agency) |
| Abstract: School systems are faced with three inter-related challenges: (1) The call to reform schools toward greater success in producing a competent citizenry; (2) effectively and efficiently addressing the discipline needs of students; and (3) decreasing available resources (c.f., Lewis-Palmer, Sugai, & Larson, 1999). These concerns led to federal policies and mandates charging educational systems to be accountable for student performance and improve outcomes for all students.
This presentation will describe a federally-funded project that partners a county intermediate school district and university researchers with schools to build capacity to implement evidence-based practice and systems change. Recognizing that many school reform efforts fail, the project incorporates features found successful in implementing school-wide behavioral and academic support programs to implement and sustain evidenced-based practice and decisions, including use of prevention models, site specific development, coordinated program activities, evidence-based problem solving, and research based intervention strategies.
The project involves elementary schools across four school districts, representing communities with differing demographics. Over the course of the project, each school develops site-specific action plans based on local performance data and formative evaluation. This presentation will describe the course of the project and preliminary evaluation data, including successes, lessons learned, and future directions for practice and research. |
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| Outcomes of a School-Wide Intervention with Primary and Secondary Levels of Support Implemented at the Elementary School Level |
| KATHLEEN L. LANE (Vanderbilt University) |
| Abstract: While many children begin their educational careers with the necessary academic and socio-behavioral skills to succeed, many other children do not. Students who enter the school system with deficits in either of these areas are at-risk for pejorative outcomes. Although schools cannot be expected to solve all of the problems facing these children, schools can provide an important context for intervention. This presentation will present the findings of a school-wide intervention with primary and secondary levels of support for students attending an “at-risk” elementary school. The first objective was to investigate the extent to which the school-wide intervention program influenced the academic performance and risk status of elementary school students. The second objective was to determine if the program differentially impacted students identified as having low-, moderate-, and high-risk status.
Participants included 300 students attending an elementary school in southern California. All students received a primary intervention program. Students who did not respond to the more global primary intervention participated in secondary interventions (e.g., phonemic awareness skills training, social skills instruction). Findings suggest that students showed the most growth in the area of reading. Limitations and future directions will be discussed. |
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