Julie Q. Morrison

Perceptions of teachers and staff regarding the impact of the critical incident stress management (cism) model for school-based crisis intervention

Abstract The Critical Incident Stress Management (CISM) Model for crisis intervention was devloped for use with emergency service personnel. Research regarding the use of the CISM Model has been conducted among civilians and high-risk occupation groups with mixed results. The purpose of this study is to examine the effectiveness of the CISM Model for school-based crisis intervention as perceived by teachers and staff. This study compares baseline and CISM Model data over a five-year period. The results suggest that the CISM Model had a positive effect on teacher and staff perceptions of service delivery components (i.e., informing students, meeting with staff members), but no effect on perceptions of the impact of CISM on student outcomes.

Comparing Versions of the Good Behavior Game Can a Positive Spin Enhance Effectiveness

Disruptions can prevent the classroom from being an effective learning environment. The Good Behavior Game (GBG) is a group contingency that has been proven to effectively prevent disruptions and increase engagement. However, the traditional methods of the GBG include teacher scanning for negative student behaviors, and may not align with Positive Behavioral Interventions and Supports (PBIS), which is becoming widely adopted in many schools. Extending the findings of Wright and McCurdy, the current study compared the effects of the GBG and a positive version of the GBG, called the Caught Being Good Game (CBGG), on student behavior, including engagement and off-task behaviors, as well as teachers’ use of positive and negative statements. Results showed both the GBG and the CBGG improved student behavior, with data not clearly indicating one was superior. Neither intervention led to an increase in positive teacher statements. Implications for teachers and suggestions for further research are discussed.

Decreasing Inappropriate Mobile Device Use in Middle and High School Classrooms

Although mobile phones and tablets can be effective tools for searching and retrieving information efficiently, accessing interactive learning platforms, and capturing audio/video, the inappropriate use of mobile devices can create distractions in the classroom that are detrimental to learning. This column presents a classroom management strategy for reducing the inappropriate use of mobile devices and increasing academic engagement in middle and high school classrooms, including students with emotional and behavioral disorders.

Decreasing Inappropriate Use of Mobile Devices in Urban High School Classrooms: Comparing an Antecedent Intervention With and Without the Good Behavior Game:

As the capabilities of portable technology continue to advance and become more accessible, educators express concern about the impact of the inappropriate use of mobile devices on academic engagement and learning. An alternating treatments design was used to compare the effectiveness of an antecedent (Clear Box) intervention and an interdependent group contingency (Clear Box + Good Behavior Game [GBG]) intervention to typical classroom management techniques (Control) in increasing the academic engagement and decreasing mobile device use of high school students during instruction. The results indicate an increase in academic engagement and a decrease in the inappropriate presence of mobile devices in both classrooms with the implementation of the Clear Box + GBG, as compared with the Clear Box and Control conditions. In addition, teacher and student social validity data suggested that teachers and students viewed the Clear Box + GBG intervention favorably. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research.

Implementation as a Focus of Consultation to Evaluate Academic Tutoring Services in an Urban School District: A Case Study Example

This article describes a multiagency initiative to evaluate academic tutoring services by focusing on the processes that contribute to effective program implementation. Community-based tutoring service providers serving students in the Cincinnati Public Schools (OH) partnered to initiate a “Seal of Approval” process for promoting evidence-based practices among tutoring providers, assigning merit to effective programs, and eliminating or remediating ineffective practices. The consultant-driven process evaluation was designed to be fair and equitable among an array of tutoring service providers. This case example has implications for consultants, tutoring program directors, and school district administrators seeking to establish an accountability system for tutoring service providers.