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| Developing Effective School-wide Behavior Support Interventions to Improve Urban Schools |
| Monday, May 31, 2004 |
| 10:30 AM–11:50 AM |
| Berkeley |
| Area: EDC; Domain: Applied Research |
| Chair: Robert F. Putnam (May Institute) |
| Discussant: Dennis C. Russo (May Institute) |
| Abstract: . |
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| Teaching Schools the ABC’s of Designing Effective and Efficient Systemic Interventions |
| JAMES E. CONNELL (May Institute), Marcie W. Handler (May Institute), Susan Tracey (May Institute), Jannette Rey (May Institute), Colleen Ann O'Leary-Zonarich (May Institute), Lori Sawyer (May Institute), Adam Feinberg (May Institute) |
| Abstract: Disruptive school environments negatively impact students’ ability to learn academic skills and excel in school. This paper will describe the training component of the Positive SchoolsSM program, a comprehensive and systemic prevention program. By learning how to systematically use data to identify and validate primary school-wide behavioral patterns, teams of school staff design effective and efficient school-wide behavioral support practices. Data will be presented on the process that was completed for several low performing urban middle schools in the Northeast as their teams learned how to apply principles of behavior analysis as a methodology for improving student antisocial and disruptive behavior and adult interactions with students. Patterns in student behavior (e.g., suspensions, attendance) and the specific school-wide interventions (e.g., more effective methods to collect data, school-wide behavioral expectations) that were designed as the direct result of data-based decisions will be presented. |
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| An Analysis of Behavioral Trends in Urban Control Schools that Fail to Systematically Apply School-wide Interventions |
| KIMBERLY S. THIER (May Institute), Jeffrey Pisacreta (May Institute), Marcie W. Handler (May Institute) |
| Abstract: As districts respond to No Child Left Behind requirements and limited resources, they are searching for systemic practices that are both empirically supported and efficient. This paper will present data from a district interested in evaluating the effectiveness of previously used school reform practices (control schools) as compared to schools that received training and consultation in the development and implementation of positive school-wide behavior support practices. Control schools were matched with treatment schools on enrollment, demographics, and their current school reform model. Schools were low performing, non-improving elementary and middle schools in the Mid-Atlantic. Baseline assessment of proactive school-wide and classroom strategies revealed deficits across control schools. Despite the implementation of other school reform programs, data revealed that control schools failed to establish a data management system that could evaluate effective systematic school-wide practices. |
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| Application of School-wide Behavioral Consultation in Urban Elementary and Middle Schools |
| COLLEEN ANN O'LEARY-ZONARICH (May Institute), Jannette Rey (May Institute), Jeffrey Pisacreta (May Institute), Marcie W. Handler (May Institute), Robert F. Putnam (May Institute) |
| Abstract: As districts respond to No Child Left Behind requirements and limited resources, they are searching for systemic practices that are both empirically supported and efficient. However, urban schools present particular challenges to applied behavior analysts given the additional setting events and organizational barriers to treatment integrity and sustainability. This paper will present data from two low performing, non-improving urban elementary and middle schools in the Mid-Atlantic that developed and implemented positive school-wide discipline programs. Assessments conducted during the first year of implementation showed improvements in student discipline behavior, adult behavior, and indicators of school climate. In addition, data will be presented on treatment integrity and the effectiveness of behavioral interventions to increase compliance among teams. |
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