Documentary search
 
 

Document

Primary and Secondary Prevention of Behavior Difficulties: Developing a Data-Informed Problem-Solving Model to Guide Decision Making at a School-Wide Level


File number :
PPEE-PC-16e

Bibliographic reference :
Ervin, R.A., Schaughency, E., Matthews, A., Goodman, S.D., & McGlinchey, M.T. (2007). Primary and Secondary Prevention of Behavior Difficulties: Developing a Data-Informed Problem-Solving Model to Guide Decision Making at a School-Wide Level, Psychology in the Schools, 44(1), 7-18.

Abstract :

This article discusses implementation of the School-Wide Positive Behavioral Support (SWPBS) programme that shifts the emphasis from a reactive and punitive approach to a more proactive, preventive approach. This programme is intended not only for students exhibiting behavioural problems, but for all students at school.

Methodology and Stages of Implementation
This article reports on the implementation of this programme by an elementary school in the State of Michigan (United States). On average, 340 students from suburban and rural communities took part in the programme each of the six years during which the programme was carried out.

To determine how effectively the SWPBS was implemented, the School-Wide Evaluation Tool (SET) was used. The School-Wide Information System (SWIS) was also used to collect information on the frequency of behavioural problems. Lastly, a questionnaire was handed out to staff members to assess their satisfaction with the project.

The first year served to establish prerequisites to the success of the programme: support of at least 80% of school staff members, full support of the principal, inclusion of student improvement in reading achievement and behaviour in school priorities, setting up a team designated to steer application of the programme, and agreement on ongoing data collection related to student reading and behavioural performance.

The following actions were then undertaken: defining behavioural expectations for all students, teaching essential social skills, developing strategies for promoting appropriate behaviour (e.g., good behaviour tickets), monitoring progress and adjusting interventions based on results.

Main Results
Results obtained with the School-Wide Evaluation Tool (SET) confirmed the relevance of implementing such a programme over the years. Moreover, school staff members reported being satisfied with the programme and ready to continue.

Suspensions dropped by an average of 282 per year from the first to the last year of the programme. Data collected also highlighted the quite high frequency of behavioural problems during the month of February. This frequency dropped by 50% during the two years that followed implementation of specific interventions at that time of year.

From school year 2001-2002 to school year 2004-2005, the proportion of students who did not exhibit behavioural problems increased from 76.2% to 87.7%, thus exceeding an 85% objective. With regard to at-risk students, the proportion dropped from 15.8% to 8.2%, thus exceeding the below-10% objective. Lastly, results revealed a 50% drop in the proportion of students exhibiting serious behavioural problems (8% to 4.1%).

Likewise, there were fewer school suspensions. This might imply that less time being spent outside class may foster higher academic achievement. However, student outcomes in reading achievement were not presented in this article.

A Few Implications for Practice
To ensure the success of such an intervention, getting at least 80% of school staff members to “buy in”, adjusting the action plan to the school-specific context and assessing the plan systematically are vital elements. Lastly, time required to implement the programme is directly proportional to its degree of integration, thereby fostering the self-sufficiency of schools and their capacity to maintain the programme.



Links :
This journal is also available in electronic format. Publisher’s Website Address: http://www3.interscience.wiley.com/"

Key Words :
Intervention Programme, Prevention Programme, Directed Interventions, Behavioural Expectations, Social Skills, School Suspensions, Teaching Time, Longitudinal Study, Primary, Elementary, Newsletter9

Monitored Countries :
United States