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First Step Presentation 2a 05-22-09 - College of …...Treatment Integrity First Step Consultant and...
Transcript of First Step Presentation 2a 05-22-09 - College of …...Treatment Integrity First Step Consultant and...
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TABLE 1. Dependent Variables and Measures
Dependent Variable Dependent Measure Population Frequency
1. Student Academic Engaged Time
Direct Observation Selected Targets and Selected Peers
Daily during Baseline, Intervention, and Follow-up
Classwide
Five Pre and Five Post (until stability)
2. Student classroom behaviors
Direct Observation Selected Targets and Selected Peers
Daily during Baseline, Intervention, and Follow-up
Behavior Rating Indices via the Early Screening Project (ESP)
Selected Targets and Selected Peers
One Pre and One Post
3. Student social interactions
Direct Observation
Targets interacting with classwide peers
Five Pre and Five Post (until stability)
Social Interaction Ratings via the Early Screening Project (ESP)
Selected Targets and Selected Peers
One Pre and One Post
4. Teacher delivered positives and negatives
Direct Observation
Teacher delivered Classwide
Daily during Baseline, Intervention, and Follow-up
5. Teacher perceptions
Student, teacher and classroom ecology
One Pre and One Post
AND
Teacher Perceptions of Behavior and Classroom Ecology (Diagnostic Tool for the Classroom)
Treatment Integrity First Step Consultant and Teacher
Throughout Baseline, Intervention, and Follow-up
Social Validity (Social Satisfaction Survey)
Teacher Once at Post Intervention
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02468
101214161820
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59
S ession s
Freq
of P
B p
er 6
min
010203040506070809010 0
Perc
ent A
ET
per
3 m
in
P B 's A E TT arg et 1
02468
101214161820
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59
S ession s
Fre.
Of P
B p
er 6
min
010203040506070809010 0
Perc
ent A
ET
per
3 m
in
T a rg et 2
02468
1 01 21 41 61 82 0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59
S ession s
Freq
of P
B p
er 6
min
01 02 03 04 05 06 07 08 09 01 0 0
Perc
ent A
ET
per
3 m
in
T a rg et 3
02468
1 01 21 41 61 82 0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59
S ession s
Freq
of P
B p
er 6
min
01 02 03 04 05 06 07 08 09 01 0 0
Perc
ent A
ET
per
3 m
in
T a rg et 4
Ix (T ea ch er S ta r ts) F ollow -u pB a selin e
FIGURE 1. Changes in Problem Behavior and Academic EngagedTime (AET) for Target Students
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TABLE 14. Summary of Pre and Post Observations of Percent of Classwide Academic Engaged Time (C-AET)
Pre-Score Post-Score Mean
Pre Post Range
Pre Post 44 88 36 84 52 79 54 77
Classroom 1
39 86
45 82.8 36-54 77-88
67 89 48 93 55 91 63 86
Classroom 2
56 90
57.8 89.8 48-67 86-93
46 74 28 80 32 56 44 43
Classroom 3
40 68
38 64.2 28-46 43-80
38 84 57 73 53 89 35 77
Classroom 4
49 81
46.4 80.8 38-57 73-89
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02468
1 01 21 41 61 82 0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59
S e s s io n s
Freq
of P
B p
er 6
min
T c h r P o s T c h r N e gT c h r + / - 1
02468
1 01 21 41 61 82 0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59
S e s s io n s
Freq
of P
B p
er 6
min
T c h r + / - 2
02468
1 01 21 41 61 82 0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59
S e s s io n s
Freq
of P
B p
er 6
min
T c h r + / - 3
02468
1 01 21 41 61 82 0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59
S e s s io n s
Freq
of P
B p
er 6
min
T c h r + / - 4
Ix (T e a c h e r S ta r t s ) F o l lo w -u pB a s e l in e
FIGURE 4. Changes in Teacher Classwide Posit ive and Negative Interactions
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Effect SizesFirst Step Efficacy vs. Effectiveness Study
APS Efficacy Study SRI Effectiveness Study
San Jose & Chicago Social SkillsTeacher .87 1.11
Parent .54 .24
Problem Behavior
Teacher .73 .63
Parent .69 .29
Academic Engaged Time .44 .36
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School Context• Factors that Influence Educator Adoption of
New Practices:– Fits seamlessly into ongoing school routines– Consistent with school and educator values– Universal versus targeted interventions– Solves a high priority problem or issue– Time and effort costs are reasonable– Teacher perceives s/he has the skills and resources
to apply practice effectively
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Albuquerque Public Schools (APS) Efficacy Study of the First Step to Success Program
2004 – 2008
• Four-year large scale study funded by the Institute of Education Sciences (IES).
• 200 participants in grades 1-3 involved in the study.
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(APS) Efficacy Study (Continued)
• 101 received First Step (FS) -- 99 were Usual Care Controls (UCC).
• Participants, along with teachers and classrooms, were randomly assigned to FS or UCC.
• Outcome measures were collected at pre, post, and follow-up time points.
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First Step National Effectiveness Study2006-2011
Key Features• Implemented across Five Sites
– California (San Jose) Year 1– Illinois (Chicago Area) Year 1– Florida (Tampa) Year 2– West Virginia (Huntington Area) Year 2– Oregon (Eugene Area) Year 2
• 432 Participants– 244 First Step– 188 Usual Care Control
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Effect SizesFirst Step Efficacy vs. Effectiveness Study
APS Efficacy Study SRI Effectiveness Study
San Jose & Chicago Social SkillsTeacher .87 1.11
Parent .54 .24
Problem Behavior
Teacher .73 .63
Parent .69 .29
Academic Engaged Time .44 .36
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To access this program online:
go to the website for the Institute on Violence and Destructive Behavior:http://ivdb.uoregon.eduand click on this program, listed under:Presentations by Hill Walker