EFFECTS OF TEACHER–CHILD INTERACTION TRAINING (TCIT) ON TEACHER RATINGS OF BEHAVIOR CHANGE

Problem behaviors in preschool‐aged children negatively affect teacher‐child relationships and children's skill development. In this clinical replication of an initial study, we implemented Teacher–Child Interaction Training (TCIT), a teacher‐delivered, universal intervention designed for early childhood settings. The initial study evaluated the TCIT program in a sample of 4‐ to 5‐year‐old children, whereas the current study focused on 2‐ to 3‐year‐old children. Teacher ratings of children's behavior indicated a significant main effect for time on children's protective factor scores, but not on behavioral concerns. However, for children whose ratings fell in the below‐average range at baseline, significant large effect sizes were obtained for changes over time for both protective factors and behavioral concerns. Higher levels of teacher skill change were significantly associated with overall higher protective factor scores, as well as lower behavioral concern scores for children when baseline levels of behavioral concerns were high. Results provide further support for the effectiveness of TCIT as a universal intervention designed to improve children's behaviors through targeted improvements in teachers’ relationship‐building skills and classroom management strategies.     

Neuroanatomy education: The impact on perceptions,attitudes, and knowledge of an intensive course on general practice residents

General practitioners are responsible for the management of an increasing number of patients with neurological illness, and thus a solid education in neurosciences is a necessary component of their training. This study examines the effects of an intensive clinical neuroanatomy course on twenty general practice residents’ perceptions, attitudes, and knowledge. A knowledge test was completed by the participants and by a control group at four different time points. The participants were asked to answer a questionnaire about their reasons for signing up for the course and their attitudes and perceptions toward the course experience. Experimental and control groups demonstrated identical mean baseline test scores. The experimental group significantly increased its test scores (plus 49.0% correct answers, a mean improvement of 120%) relative to controls after the educational intervention. There were no differences among scores from the evaluated time points after the educational intervention in the experimental group. In the control group, there were likewise no significant differences between the four evaluated time points. Most participants indicated that they signed up for the course to update/acquire knowledge and skills in the field of neurosciences, and also because they had difficulty in diagnosing and managing patients with neurological diseases. Participants’ attitudes and perceptions toward the course experience were very positive. Most of the participants (n = 17; 85%) rated the course as “extremely useful,” and 3 (15%) rated it as “very useful.” This study provides evidence demonstrating the potential positive effect of neurosciences education to general practice residents. Anat Sci Educ 10: 465–474. © 2017 American Association of Anatomists.     

COMBINING SELF‐MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD

A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed.     

Unpacking the Impacts of a Universal Parenting Program on Child Behavior

This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems.     

EFFECTIVENESS OF THE FRIENDS FOR LIFE PROGRAM IN PORTUGUESE SCHOOLS: STUDY WITH A SAMPLE OF HIGHLY ANXIOUS CHILDREN

The FRIENDS for Life program is a cognitive–behavioral group program that targets anxiety in children. The main purpose of this study was to analyze the effectiveness of the Portuguese version of the FRIENDS for Life Program, which was implemented in schools to reduce anxiety problems in a group of highly anxious children. The study used a quasi‐experimental research design with two groups of children, an intervention (n = 17) and a wait‐list control group (n = 21), aged 8 to 12 years old. The impact of the program in reducing anxiety symptoms as assessed by children and mothers was analyzed through the Screen for Child Anxiety Related Emotional Disorders‐Revised (SCARED‐R). The results show a statistically significant post intervention effect on anxiety symptoms evaluated by the child, but not by the mother. The implications of these results for the prevention of anxiety disorders in Portuguese schools are discussed.     

DISTANCE TRAINING IN FUNCTION‐BASED INTERVENTIONS TO DECREASE STUDENT PROBLEM BEHAVIOR: SUMMARY OF 74 CASES FROM A UNIVERSITY COURSE

In this study, 188 master‐level students received training through a distance education course to conduct functional behavioral assessments (FBAs) and behavior support plans with 68 boys and six girls (aged 3–20 years) displaying persistent behavior problems in inclusive preschools, elementary, and secondary schools. In the course, master‐level students’ scores on an FBA knowledge test increased from 13.2% to 68.8% correct. Changes in pupils’ target behaviors were evaluated with a total of 114 AB single‐subject designs and combined data with one‐group pretest–posttest designs. Comparing medians of means, disruptive behaviors decreased by 77.8% and aggressive behaviors by 88.7%, whereas task engagement increased by 91.5% after intervention. Nonparametric Wilcoxon signed‐ranks tests for related samples showed that changes were statistically significant for all groups with sufficient sample sizes. Adjusted effect sizes ranged from d = .5 to 1.6. Results indicate that positive changes in student behavior problems can be attained with function‐based interventions conducted by teams trained through a distance education course.     

Effects of a Developmentally Based Intervention With Teachers on Native American and White Early Adolescents’ Schooling Adjustment in Rural Settings

This study reports the effectiveness of a developmentally based, teacher professional development intervention aimed at improving early adolescent school adjustment. Teachers in rural schools in a Northern Plains state took part in professional development activities across a year. Following a randomized control trial design, Native American and White students’ (N = 165) social, behavioral, and academic adjustment was assessed in intervention compared with control schools. Regression analyses, controlling for baseline and demographic variables, indicated that students in intervention schools improved in achievement, and improved or sustained beginning-of-year schooling dispositions, and perceptions of the school social/affective context, in comparison with evident declines for students in control schools. Native American students more so than White students evidenced particular gains in achievement and perceptions of the school social/affective context.     

SCALE‐UP OF SAFE & CIVIL SCHOOLS’ MODEL FOR SCHOOL‐WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS

This study evaluated the scale‐up of a Safe & Civil Schools Foundations: Establishing Positive Discipline Policies positive behavioral interventions and supports initiative through 4 years of “real‐world” implementation in a large urban school district. The study extends results from a previous randomized controlled trial that established the effectiveness of the Safe & Civil Schools program in 32 elementary schools in the same district. This study emphasizes the application and evaluation of the program in regular district schools. Four‐year results indicate that elementary, middle, and high schools experienced moderate but steady improvements in (a) school discipline, (b) student safety policy and training, (c) staff perceptions of student behavior, and (d) student suspension and chronic tardiness rates. With few exceptions, improvements occurred after schools began Safe & Civil Schools Foundations training, and more years of training were associated with larger cumulative improvements in school and student outcomes. Given that similar effects were observed in schools with and without random assignment of training, and only after training began, we concluded that the improvements stem from Safe & Civil School's Foundations training.     

Observations of the middle school environment: The context for student behavior beyond the classroom

This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school‐wide Positive Behavior Support. The observations were reliable and showed sensitivity to differences between school settings and between schools. Multilevel models with students nested in schools were used to examine the associations of staff practices and the school environment with student behavior. Less effective behavior management and more staff criticism, graffiti, and percentage of low‐income students were associated with student problem behaviors. Greater use of effective behavior management and positive attention, and fewer low‐income students were associated with positive student behavior. The use of data‐based feedback to schools for intervention planning and monitoring is illustrated. Implications for school‐wide efforts to improve student behavior in middle schools are discussed. © 2011 Wiley Periodicals, Inc.     

Predictors of hyperactive–impulsive–inattention and conduct problems: A comparative follow‐back investigation

Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity–impulsivity–inattention and conduct problems (HIA + CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA‐only or CP‐only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixth‐grade students with HIA + CP (n = 61), HIA‐only (n = 29), and CP‐only (n = 14). Results showed that the HIA‐only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA + CP and CP‐only groups. By Grade 6, the HIA‐only and HIA + CP groups showed lower academic competence than the CP‐only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA + CP and CP‐only groups had poorer social skills than the HIA‐only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self‐concept. Early screening and identification methods using a multiple‐gating model were recommended as a means of proactive approaches to intervention design and prevention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 721–736, 2005.     

Student experiences of assessment in two problem‐based dental curricula: Adelaide and Dublin

Dental students in third (n?=?35) and fifth years (n?=?50) at Adelaide and Trinity College Dental Schools were surveyed about their experiences of assessment and their perceptions of the importance of particular aspects of assessment. Students reported on their assessment experience within their programmes by describing a critical assessment incident and their response to it, and also rated assessment purposes and features using a 5‐point Likert scale of relative importance. The students described a range of assessment methods, including group assignments, vivas, laboratory assessment, and problem‐based learning tutorials, but written examinations/tests and clinical assessment were discussed most frequently. Negative assessment experiences were commonly noted. The two most frequently raised issues were lack of congruence between student and staff perceptions of performance, and not receiving adequate feedback. There were no significant differences between years or schools in students’ ratings of the importance of assessment purposes. Overall, the students rated the provision of feedback on learning and motivation for learning as the most important purposes (>?80%). Patient‐based scenarios were rated as the most important method for judging students’ learning (>?90%), whilst group‐work tasks were rated of little importance. Overall, students rated clear requirements and feedback as the most important characteristics for positive assessment outcomes. Students’ ratings of assessment purposes, characteristics and methods closely matched the features of good assessment practice found in the literature. However, their assessment experiences indicate the need for review of assessment in both schools, particularly related to student–staff expectations of performance levels, and the provision of feedback.     

Can students run their own interventions?: A self‐administered math fluency intervention

Manipulating the ratio of known to unknown items has been shown to improve student on‐task behavior and increase the desirability of schoolwork. Although many intervention protocols manipulate ratios of known to unknown items, these frequently require extensive adult cuing. School psychologists recommending such interventions may face resistance from teachers who find the work to be too time intensive. Self‐administered interventions whereby the students act as primary interventionists may alleviate this concern. A modified multiple baseline design across a group of 11 students identified by their teachers as having difficulty mastering multiplication facts was used to evaluate a self‐administered folding‐in technique. As hypothesized, for the overall sample, stronger effects were observed on math curriculum‐based measures (CBM) than on a control reading task (Maze CBM). Individually, 7 of the 11 students demonstrated higher levels of growth during the intervention phase than during the baseline phase. No student demonstrated higher Maze CBM growth rates during the intervention phase relative to the baseline phase. In contrast, of the 4 students for whom a link between the intervention and the baseline could not be established, 3 demonstrated higher levels of performance on math CBMs following the intervention phase. Results are discussed in light of a response‐to‐intervention model. © 2012 Wiley Periodicals, Inc.     

Perceptions of Women and Men Leaders Following 360‐Degree Feedback Evaluations

In this study, researchers used a customized 360‐degree method to examine the frequency with which 1,546 men and 721 women leaders perceived themselves and were perceived by colleagues as using 10 relational and 10 task‐oriented leadership behaviors, as addressed in the Management‐Leadership Practices Inventory (MLPI). As hypothesized, men and women leaders, as well as their supervisors, employees, and peers, perceived women leaders to employ nine of the 10 relational leadership behaviors significantly more frequently than men leaders. Additionally, the employees' perceptions of their women leaders' use of task‐oriented behaviors were significantly higher when compared to similar assessments from the employees of men leaders. However, the leaders as well as their supervisors and peers perceived men and women leaders' use of task‐oriented behaviors as approximately equal. Broader implications of these findings are discussed.     

A Consumer‐Driven Approach to Increase Suggestive Selling

Several research articles have been published demonstrating the effectiveness of behavioral interventions in improving suggestive selling behavior of sales staff (e.g., Johnson & Masotti, 1990; Martinko, White, & Hassell, 1989; Mirman, 1982; Ralis & O'Brien, 1986). Procedures employed in these studies made use of two classes of personnel to implement the intervention: (1) personnel internal to the organization or (2) external consultants. The current study examined the efficacy of a consumer‐driven approach to improve suggestive selling behavior of three employees of a fast food franchise. Customers delivered either a verbal prompt or praise to an employee after they had placed their order. Delivery of a prompt or praise depended on whether or not the employee made a suggestion for an additional food purchase. This consumer‐driven intervention increased suggestive selling behaviors of all three employees, and was associated with higher suggestive sales in each case.     

Partnering with school providers to codesign mental health interventions: An open trial of Act & Adapt in urban public middle schools

Schools are well positioned to provide access to youth mental health services, but implementing effective programs that promote emotional and behavioral functioning in school settings is complicated by the poor fit of interventions developed in research settings to complex school contexts. The current study formed a research–practice partnership with two urban public schools and mental health providers employed by those schools (N = 6, 100% female, 50% Black/African American, 50% White/Caucasian) in the adaptation of a depression prevention intervention, Act & Adapt. The intervention was modified by decreasing meeting time and streamlining session content, increasing flexibility, making intervention materials more similar to academic curriculum, and increasing the focus on managing disruptive behavior within group sessions. In an open trial, sixth-grade students (N = 22; 59% boys, 31% Hispanic, 22% Black/African American, 4% Asian, 30% White/Caucasian) at both schools who were identified as clinically “at risk” reported improvements from baseline to postintervention and at 1-year follow-up on measures of emotional and behavioral difficulties and coping strategies, with parallel results by caregiver report. The providers reported satisfaction with the intervention, and qualitative analyses of provider focus groups suggested both barriers and facilitators to research-practice collaborations to implement mental health interventions in schools.     

EXTENDING SELF‐MANAGEMENT STRATEGIES: THE USE OF A CLASSWIDE APPROACH

Notwithstanding the wealth of research that documents the effectiveness of self‐management programs in the classroom, few investigations have explored classwide use of self‐management procedures as a universal intervention. To extend existing research in this area, we examined the effectiveness of a classwide self‐management intervention for decreasing disruptive behaviors among three at‐risk second‐grade students. We used a multiple baseline across subjects design and evaluated the effects of the self‐management program at both the individual and classwide levels during academic instruction time. Results of the study showed a decrease in disruptive behaviors of the target students and a general decrease in classroom disruptive behavior. In addition, teachers and students provided positive ratings of intervention acceptability and feasibility. Limitations, implications, and future directions for research are discussed.     

Torey Hayden’s teacher lore: classroom behavior management of children with emotional and behavioral disorders

Torey Hayden’s portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: One child, Somebody else’s kids, Just another kid, Ghost girl and Beautiful child. Each of these books unfolds within the space of an elementary age, self‐contained classroom for children with emotional and behavioral disorders. Each technique Hayden used to respond to her students’ problem behaviors in the five books was categorized according to Fritz Redl’s theory on managing behavior problems. Redl identified five strategies educators can use to handle their students’ behavior problems: changing, managing, tolerating, preventing and accommodating. The methodology used to categorize Hayden’s techniques was analogous to constant comparative analysis of documents. Hayden is portrayed through Redl’s strategies as a teacher who relies on managing without consequences and changing techniques. Narrative passages illustrating these techniques are presented. The roles of altruism and student empowerment in Hayden’s storied model of classroom management are presented. Implications for Hayden as a role model for teachers of children with emotional and behavioral disorders are discussed.     

SCHOOL‐WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

This investigation employed a participatory action research method involving school psychology consultants and educators to design and evaluate the impact of school‐wide positive behavioral interventions and supports in a self‐contained school serving students with emotional and behavioral disorders. The traditional practices of a universal system, including teaching and acknowledging expected behaviors and responding to disruptive behaviors, were adapted to better accommodate the needs of a more challenging student population. In addition, system‐wide practices, including various teaming and professional development strategies, were instituted to promote sustainability. Results, after implementation of Tier 1, showed reductions in the frequency of discipline referrals and the number of emergency safety interventions, with a sustained impact across the next 3 years. Limitations included the lack of experimental control in evaluating the intervention. Discussion includes recommendations for an expanded role for school psychologists in promoting evidence‐based practices for high‐risk student populations.     

School‐based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology

School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school‐based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit‐based assessment and treatment approaches (i.e., problem behaviors) were predominately used in the outcome literature with few investigations incorporating strength‐based outcome approaches. Findings are discussed in relation to previous research. © 2008 Wiley Periodicals, Inc.     

Are social competence difficulties caused by performance or acquisition deficits? The importance of self‐regulatory mechanisms

We conducted three studies which examined the performance vs. skill acquisition model of social skills deficits. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that prosocial behaviors as well as inappropriate behaviors exist comorbidly in behavioral repertoires, supporting a performance rather than acquisition model of social competence difficulties. In Study 2, an ABAC design was used to examine the efficacy of a self‐management intervention with noncontingent (B) and contingent (C) reinforcement for three elementary aged boys with EBD. Generalization was demonstrated in natural settings for the contingent reinforcement phase only, but was not observed over time. Study 3 replicated Study 2's procedures using an ABAC multiple baseline across participants design with a sample of adolescents with varying degrees of mental retardation. Two of the three participants responded favorably to the self‐monitoring training and showed marked improvements in prosocial play skills during recess; for the third participant, no behavioral changes were observed. Results from all three studies are discussed from a social learning theory perspective. The efficacy of the data collecting procedure and implications of the results are discussed. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 351–372, 2007.