Scott A. Stage

Schoolwide Screening and Positive Behavior Supports Identifying and Supporting Students at Risk for School Failure

As schoolwide positive behavior supports (PBS) become more commonplace in public schools, efficiently and effectively identifying and supporting students who are at risk for school failure has become increasingly important. This descriptive study examines the functioning of 72 students identified as at risk in 3 elementary schools with established PBS systems, using schoolwide screening, rating scale instruments, and office discipline referrals. The students were identified through the use of the Systematic Screening for Behavior Disorders (Walker & Severson, 1992) administered in the fall. School teams matched the identified students to existing supports and tracked their functioning twice monthly. Teachers completed the Social Skills Rating System (Gresham & Elliot, 1990) on each of the students in the following spring. The number of office discipline referrals for each student was monitored, as was the number of students referred to school-based support teams—such as a Student Study Team, a Functional Behavior Assessment Team—and the number of students who qualified for special education that year. Results suggest that students at risk for school failure are best identified by monitoring office discipline referrals and the use of a systematic schoolwide screening process.

A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students at Risk for Severe Behavior Problems.

Two hundred seven students in Grades 1 through 5 who were at risk for severe behavior problems participated in a 2-year study of the effects of the Check, Connect, and Expect (CCE) program. The CCE program combined the essential intervention procedures of the Check & Connect Program and the Behavior Education Program . A stratified random sample of students based on school assignment was used to compare the outcomes of 121 CCE program students with 86 comparison students. Sixty percent of the CCE students (n = 73) graduated from the program and 40% (n = 48) did not. Linear growth analyses of eight different outcome measures found that three standardized problem behavior measures significantly decreased to normative levels for CCE graduates. Social skills and academic measures did not significantly change over time. The discussion focuses on the comparative efficacy of CCE as a targeted intervention for students at risk for severe behavior problems.

The Influence of Fidelity of Implementation on the Reading Outcomes of Middle School Students Experiencing Reading Difficulties

The purpose of this study is to examine the extent to which two specific elements of fidelity of implementation (i.e., adherence and quality of delivery) enhanced or constrained the effects of a reading intervention for middle school students experiencing reading difficulties. A total of 281 middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained school staff (n = 21) at three middle schools. Although students receiving the Corrective Reading Decoding strand made statistically significant (p < .001) improvements in their basic reading skills and passage comprehension overall, variations in student gains were found. Overall fidelity of implementation accounted for 22% and 18% of the variance in the gains in basic reading skills and passage comprehension of middle school students with reading difficulties, respectively (p < .05). Two teacher actions, following the lesson format as designed and reteaching lessons when needed, predicted student basic reading and passage comprehension skills above and beyond other teacher actions (p < .05). Results, implications, and limitations are discussed.

The Child Outcomes of a Behavior Model

Within 3-tier behavioral models, universal interventions are expected to prevent the onset of problem behavior in a majority of children altogether and to sustain improvements in child outcomes by the selected and indicated interventions. A cohort longitudinal design was used to assess the extent to which a 3-tier model achieves these expected outcomes. The respective universal, selected, and indicated interventions included Behavior and Academic Support and Enhancement, First Step to Success, and MultiSystemic Therapy. A total of 407 children in Grades K-3 from 1 of 4 longitudinal cohorts participated. The results of 2-level linear growth analyses indicate that the 3-tier behavior model achieved the anticipated outcomes with respect to social behavior. The results, limitations, and implications are discussed.

A Validity Study of Functionally-Based Behavioral Consultation with Students with Emotional/Behavioral Disabilities.

Eighteen students (K–11th grade) with emotional/behavioral disorders who were at-risk for change of placement to more restrictive settings participated. Construct validity of functional behavioral assessment (FBA) was assessed with a multifunction-multimethod matrix that showed excellent convergent and divergent agreement with combined FBA methods and functional analysis results. Treatment validity was assessed with random assignment to either a FBA with consultation condition (FBC) or to a behavioral consultation without FBA condition (BC). Growth curve analysis showed a significant decrease in inappropriate behavior from baseline to treatment for both treatment groups compared to a control group. The efficiency of teachers’ implementation effected treatment validity. Effect sizes showed that regardless of treatment condition that interventions with good fidelity realized the largest effect (d 1.14). Social and habilitative validity was assessed with telephone interviews conducted a year after treatment. Sixty-five percent attributed the students’ problem behaviors to their thoughts or feelings, whereas only 25% attributed it to classroom variables. Many (57%) indicated the most helpful intervention would be individual counseling, whereas only 14% indicated a more involved classroom management plan would be useful.

Three Validity Studies of the Daily Progress Report in Relationship to the Check, Connect, and Expect Intervention.

Elementary students (N = 104) at risk for severe behavior problems or with special education eligibility participated in three validity studies of the daily progress report (DPR) used in a Tier 2 behavioral intervention known as Check, Connect, and Expect (CCE). In Study 1, the relationship between teachers’ ratings of students’ externalizing problem behavior and students’ DPR scores was established. In Study 2, behavior specialists’ use of the DPR to make student treatment decisions in the CCE program was partially validated. The utility of placing students with low DPR percentages into interventions based on functional behavior assessment (FBA) was validated. In Study 3, the treatment duration of 4 weeks above the 75th percentile on the DPR proved to be an efficacious treatment outcome predictor versus 8 weeks duration, which was originally recommended in the CCE protocol. Future implementation of the CCE program would suggest assigning students who meet the 4-week DPR criterion to the self-monitoring phase of the intervention, allowing behavior specialists more time to facilitate individualized FBA-based interventions for students who fail to respond to the basic intervention.

The Validity and Reliability of the Self-Assessment and Program Review Assessing School Progress in Schoolwide Positive Behavior Support

The Self-Assessment and Program Review (SAPR) was developed to provide an assessment tool that schools could use to track their progress in implementing key practices related to all three levels of schoolwide positive behavior supports (SWPBS). The SAPR is a team-based assessment tool, using both individual and team ratings of 10 evidence-based subscales and related indicators, to monitor the implementation of SWPBS practices and assist teams in developing and monitoring plans for school improvement. This article describes the background, development, features, and details of the initial psychometric properties of the measure. The role and function of the SWPBS leadership team were also analyzed for their influence on the assessment and implementation process. Overall, results suggest that the SAPR is both reliable and valid, and it provides a useful and efficient tool to leadership teams interested in assessing their implementation of key SWPBS practices.