use of behavior management strategies by teachers: fidelity and implementation of the abc program...
TRANSCRIPT
Use of Behavior Management Strategies by Teachers: Fidelity and Implementation of the ABC
ProgramGreta M. Massetti,
Daniel A. Waschbusch,
& William E. Pelham, Jr.
University at Buffalo, SUNY
Presentation at the 2006 SPR Conference
Background: Violence and Aggression
NCLB legislates use of evidence-based programs in violence prevention and character education
Little scientific evidence on effective practices for 1.Building character and social
competence, and
2.Reducing violence, disruptive behavior, and aggression
Domains of Influence
School contexts
Peer relationships
Parent-child relationships
Social Skills Interventions for Children
with DB Problems Data on positive short-term effects
Problems: Long-term effectiveness Generalizability Magnitude of effects
At-risk and identified children Interventions must be comprehensive and target multiple areas of functioning
Levels of Intervention in Comprehensive Programs
Universal Targeted/At risk Indicated/Identified
Rarely combined in programs Must be effective for both average child and higher-risk children
The Academic and Behavioral Competencies (ABC) Program: A School-
Wide Intervention
ABC Program Components: Universal Components
School-wide behavior managementClassroom managementSchool-wide rulesConsequences for rule following/violations: Daily Positive Notes, Fun Friday, Honor Roll, Time Out
Homework components
School-wide teacher-led social skills training
School-wide peer tutoring for academic skills
ABC Program Components: Targeted Components
Individual consultation services
Individualized programming After-school program Parent workshops
Methodology
14 Schools: 10 Buffalo Public Schools (PK-8) 2 Charter schools (PK-9) 2 Suburban schools (K-5)
Urban, high-risk populations Matched and randomly assigned
Fidelity Model
• Incorporates 2 elements of fidelity:
1. Content
2. Process
Fidelity: Content
• The extent to which the teacher or school is implementing the identified component to the degree it was intended as specified by the program
• Addresses whether teachers are implementing each component of the intervention
• Is it being done?
Fidelity: Process
• The extent to which the teacher or school is implementing the identified component in the manner in which it was intended as specified by the program.
• Addresses how well each component is implemented
• How is it being done?
Elements of Fidelity
Content and Process:
• Elements independent of each other
• Elements may interact
• Impact on efficacy of program
Fidelity Model
• One of the goals of the current project is to determine ways in which fidelity interacts with efficacy of intervention
• Hypothesis: higher levels of process and content will have greater efficacy
Goals for Assessment of Fidelity
• Dual purposes of assessing fidelity:
1. To evaluate role of fidelity as mediator of outcome (research goal)
2. To exert an influence on intervention process (intervention goal)
3. Document use of components in comparison schools
• Data for goals gathered separately
Comprehensive Fidelity Model
Intervention Component Content Process
Services to Teachers
Services to Students
Services to Parents
ContentServices to Teachers
Teacher training in behavior management
% of teachers completing training
Consultation services (monthly consultation, IPs)
% of observations completed, IPs implemented
Services to Students
Classroom management ***Observations
Social Skills Training % of days SST implemented
After School Program % of days program implemented
Services to Parents
Parenting Workshops % of sessions completed
ProcessServices to Teachers
Teacher training in behavior management
Not assessed
Consultation services (monthly consultation, IPs)
Supervisor ratings of consultant
Teacher ratings of consultant
Services to Students
Classroom management Observations
Social Skills Training Observations
After School Program Observations
Services to Parents
Parenting Workshops Elements covered at each workshop
Observations
• Goals of observations:
1. Document use of classroom behavior management (control and intervention)
2. Evaluate intervention teachers’ implementation of behavior management techniques taught as part of intervention
3. Track rates of students’ disruptive behaviors
Observations
• 10 minutes: orientation to classroom, evaluation of space–Presence of intervention elements (time out, honor roll chart, color chart)
• 40 minutes: observations of students and teachers–Use standard set of operationalized “rules”
–Record instances of rule infractions
–Record teachers’ reactions to rule infractions
Student Observation Code
• Based on set of standard “rules”1. Be respectful of others
2. Remain in assigned seat or area
3. Raise hand to speak or to ask for help
4. Work quietly
5. Use materials appropriately
6. Obey adults
7. Stay on task
Teacher Observation Code
• Rates teachers’ response to rule infractions on 3 dimensions
Additional Teacher Behaviors
• Observers also track teachers’ use of:
1. Social Reinforcement (both group and individual tracked separately)
2. Effective commands
3. Ineffective commands
Variability of Fidelity
• Variability in implementation across intervention schools: both process and content
• Variability across components of intervention
• Variability across time (within the year, across years)
• Variability within classroom
THANK YOU
Contact Information
Greta Massetti: [email protected]
Dan Waschbusch: [email protected]
William Pelham: [email protected]
http://Wings.buffalo.edu/adhd/