School-based interventions
From WikEd
[edit] Descriptions, definitions, synonyms, organizer terms, types of
Intervention means the act of coming between by an action or by authority. School-based interventions not only refer to the act that comes between but hopes to change the behavior that required an intervention.
School-based interventions are formalized practices put into place to encourage some behaviors and discourage others. A brief Google search reveals programs that target
- disruptive behavior
- academic success
- physical fitness
- nutrition
- drug abuse
- STD awareness
Bowen, Jenson, and Clark define an intervention as " the systematic application of research-validated procedures to change behaviors through either teaching new skills or through the manipulation of antecedents and consequences." (2004, 7)
Maintenance and generalization is defined by Lane et al. (2001) as maintenance being the change measured by degree or time that the goal is maintained after the intervention has concluded. Generalization, according to Lane et al. (2001), is the behavior change being applied during differ situations without the training for the different situations. Maintenance is the ultimate goal for effectiveness. School-based interventions often affect one certain behavior and lasts only as long as the interventions are maintained. In order for a change in behavior to be effective, it needs to remain changed in different settings (home, school, social activities)(Lane et al., 2001).
One final note is that most interventions are aimed at external behaviors such as hitting, calling names, not paying attention, and so on. Those behaviors are more likely to attract attention. (Lane et al., 2001) Internal behaviors, such as anxiety, withdrawal, and depression are overlooked and don't receive intervention. (Lane et al., 2001).
[edit] Application in classrooms and similar settings
While the researchers main goal is effectiveness, the teacher, who will put it into practice, is more concerned with the time and what she/he needs to provide to perform the intervention (Witt, 1986). The goal of research for school-based interventions is to design effective interventions that educators will put into practice (Lane et al, 2001).
If an intervention to keep a child in his seat just increases the amount of time in his seat, it may positively affect only the teacher. If the student is leaving his seat to avoid math and the school-based intervention improves math skills, the student will not avoid math and stay in his seat providing a positive affect for both the teacher and the student (Lane et al., 2001). Another consideration for social validity and effectiveness is the immediate effect (stay in seat, works), the surrounding effect (other children not disturbed, possibly more accepting), and the long-term effect (improved socialization and academic skills) (Lane et al., 2001).
[edit] Evidence of effectiveness
Research looks at behaviors that teachers want to control, which are usually observable behaviors (i.e. yelling, not sitting still, not working, etc…), and then researchers look at the practicality and effectiveness of the intervention being used. Keeping in mind, that although the goal is to be both effective and practical, the main purpose is to prevent the negative outcomes that we can predict for children that need interventions. Research finds that the way to determine this is by looking at social validity, treatment integrity, and generalization and maintenance (Lane et al., 2001).
[edit] Tests or Measures
It is obvious you cannot measure or predict the outcome of social validity until the termination of the school-based intervention. There are several scales available that measure social validity called consumer-rating scales, for example the Behavioral Intervention Rating Scale, the Intervention Rating Profile, the Treatment Evaluation Inventory, or the Children’s Intervention Rating Profile (Lane et al., 2001). Another aspect of research concerns how well the effects were maintained and how it worked during different situations (generalization) (Lane et al., 2001).
[edit] Critics and their rationale
Both in practice and in research, it is felt that if an intervention is effective it will be carried out properly. This leads to improper monitoring which can lead to failure (Lane et al., 2001). When it comes to research, if an intervention cannot be duplicated exactly, it affects the validity of the intervention. If interventions are changed in any way then it is impossible to determine what caused the outcome. Therefore, it is important to monitor the intervention, which leads to another problem of integrity. "Teachers self report use of interventions was 62% while direct observation of actual use of interventions was only 4% (Lane et al., 2001). Performance feedback improves integrity especially daily feedback. Weekly feedback improves integrity but is not as significant. With weekly feedback, teachers maintain integrity for two to four days and then it decreases (Lane et al., 2001).
[edit] Alternative explanations due to Diversity considerations
[edit] Signed �?life experiences�?, testimonies and stories
In our school, there are a wide variety of school based interventions, ranging from In class of observation by counselors to social worker involvement, and contact with community public service agencies. For next year, there is a new system of behavioral interventions under consideration, which would mandate specific interventions for a specific number of Student Code of Conduct violations. Under this system, after three office discipline referrals, (ODRs) the core academic team will meet with the student, councilor, and parents to create a behavior plan. After 6 ODRs, a plan for structured quidance counseling will be put into place. After 9 ODRs, the Social Worker will observe the family and start to involve community agencies, after 12 ODRs, the administration will become involved, mandating final interventions, and by the 15th ODR, the student will be recommended to an alternative placement. Warner Ferratier
In my experience in creating school based interventions for students, I have realized that the key component in turning a student’s behavior and/or academics around is consistency. All members, the student, parents, teachers, administrators, and support personnel to adhere to the details of a plan. It requires all of the people listed above to take responsibility of their portion of the intervention in order for it to work. The interventions that have failed for some of my students often are a result of one or more members not being committed to the plan and changes. H. Ro
I had worked on a school based intervention plan with one student. It was working for several months and I was confident it would make lasting changes for the student because the student was learning to value certain behaviors for herself. Unfortunately, I was called to active duty and the vice-principal took another position and left the school. The new teacher that took over was not a special education teacher and the new vice-principal did not care for and understand or value the behavioral contacts or intervention plans because of all the work it took to make lasting changes. The intervention stopped and the student fall back to some of her old behaviors. P Graham
[edit] Interventions (a few)
When looking at approved accommodations and interventions, there are several that do not require materials or help and little time (Booth, 1998). Just a few interventions are: provide the student with a low-distraction work area make sure all work is clear and in writing, break work into short sequential steps, supp student's participation, create safe environment for learning, and do not use sarcasm or bring attention to deficits or criticize constantly (Booth, 1998).(see links)
[edit] Outcomes
A child exhibiting behavioral problems that are not addressed by appropriate interventions in the school will predictably continue to have social problems throughout their life (Edwards & Gfoerer, 2001). Children lacking social skills will have problems in relationships with other students and with the teacher affecting self- esteem. Therefore, it is our responsibility to use interventions that can increase a child's sense of belonging. Interventions can improve friendships, self-esteem and academic achievement. A child, who lacks the social skills to navigate the expectations of a classroom, may feel isolated and unimportant (Edwards & Gfoerer, 2001). “School- based interventions emphasizing[1]Adler’s ideas about how to build a child’s sense of belonging and social interest will help children excel both socially and academically in school�? (Edwards & Gfoerer, 2001). A positive group intervention that uses the natural school environment encourages the need to belong. Peer tutoring and class meetings are just a couple of ways to utilize interventions to promote social acceptance and provide interaction with others in the classroom this can have benefits for all that are involved. (Witt, 1986). Previously, the problem of generalizing skills was discussed, (Lane et al., 2001) but doing skill work in small groups within the classroom benefits socially and academically all who participate.
Some of the skills that can be worked on are communication skills, assertiveness skills, role-playing and active listening skills (Edwards & Gfoerer, 2001). Allowing the child, and when possible and appropriate, other students to help find solutions for problems is important. For example, a child whose messiness effects those around him could have the group work to find solutions like using folders to keep papers in, taking turns to remind the child to turn in papers or using brightly colored tape to give visual boundaries (Edwards & Gfoerer, 2001) Through interventions supported by teachers, counselors, and peers, a child should learn to feel capable and like they are a significant part of the class in which they belong. Adler emphasized "Social interest can come to life only in a social context." (Edwards & Gfoerer, 2001)
I, Teresa Hibler, am a senior graduating on December 19, 2004 with a bachelor’s in psychology. The paper, while some comments are mine and you can tell which these are, is written by researching the term. Most of the ideas are the product of the people I used as references. I may not agree or disagree with everything written but it is the results of the research. Therefore, if you have a comment or disagreement about anything written feel free to express it but if it is from research and not a personal opinion, at least look at the full reference. If I had time I could add lots more information If I left out something you would like to add, do so but acknowledge your addition. Thank you.
[edit] References and other links of interest
Booth, R. C. (1998). List of appropriate school-based accommodations and interventions. National ADDA Retrieved October 5, 2004 http://www.add.org/content/schoo1/list.htm
Bowen, Julie M.; Jenson, William R.; Clark, Elaine. (2004). School-Based interventions for Students with Behavior Problems. Kluwer Academic/Penum Publishers, New York.
Edwards, D. L; Gfroerer, Kelly P. (2001). Adlerian school-based interventions for children with attention-deficit/hyperactivity disorder. Journal of Individual Psychology, 57(3), 210-223.
Lane, K. L; et al. (2001). Designing effective interventions for
children at-risk for antisocial behavior: An integrated model of components necessary for making valid inferences. Psychology in the Schools, 38(4), 365-379.
Witt, J. C. (1986). Teachers' resistance to the use of school-based interventions. Journal of School Psychology, 24(1), 37-44.
[edit] Links to School-based Intervention Programs
PBIS(Positive Behavorior Intervention and Supports
School-Based Intervention Team Resources
school psychology
Punishment
education reform
List of interventions
behavior modification
behavior analysis
