First Step to Success (FSTS) in Hawai`i Schools Jean Johnson, DrPH, Principal Investigator Naomi Rombaoa Tanaka, MS, Project Coordinator University of Hawai`i at Mānoa, Center on Disability Studies, College of Education Funding and Partnerships What is FSTS? Target Student Screening Program Evaluation Results Funded by US Department of Education’s Native Hawaiian Education Program 3 year grant from July 2008- June 2011 http://www.ed.gov/programs/nathawaiian/ Implemented by The Center on Disability Studies, University of Hawai`i at Mānoa, College of Education Partnered with ALU LIKE, Inc., a Native Hawaiian organization Class and home-based intervention designed to get young children off to a successful start in school by teaching them to: Follow directions Attend and stay on-task Get along with others Teacher Ratings of Adaptive, Maladaptive, and Aggressive Behaviors Parent Survey Academic Engaged Time Observations Woodcock-Johnson III Normative Update Peabody Picture Vocabulary Test, Fourth Edition Expressive Vocabulary Test, Second Edition Academic Engaged Time Target Students of FSTS Children ages 3-5 whose school adjustment is impaired by relatively mild behavior challenges Not suited as the only intervention for children with very serious behavior problems Classroom Intervention Begins with initial meeting Family signs consent forms Role play before program starts 30 program days divided into three phases: Coach Teacher Maintenance Why are there Native Hawaiian Education Grants? Educational achievement Enrollment in special education High school graduation College completion Family poverty Adult incarceration Substance abuse 3-5% FEW (High-Risk) Individual Interventions 7-10% SOME (At-Risk Students) Classroom and Small Group Strategies 85-90% ALL (All Students) School-Wide Systems of Support Classroom Principles N=20 t(19) = -4.24, p. = .000 N=22 t(21) = 3.94, p. = .001 N=19 t(18) = 4.33, p. = .000 Clear expectations Expectations taught through role-play and feedback Appropriate behavior receives a lot of attention Inappropriate behavior receives little attention Clear consequences for unacceptable behavior Why a Preschool Grant? Satisfaction Surveys, 1= Lowest 5= Highest Teacher Results 4.2 - Improved classroom behavior 4.0 – Program was easy to use 4.4 – Satisfied with the change in student’s behavior 4.4 – Positive effect on student’s peer relationships 4.6 – Received support to use program Parent Results 4.4 – Program was easy to use 4.8 – Enjoyed doing home-based activities 4.6 – Satisfied with the change in child’s behavior 4.4 – FSTS had a positive effect on the rest of the family 4.8 – Would recommend program to other parents Research finds that the earlier an intervention occurs, the less expensive the intervention, and the more likely positive outcomes will be achieved Social competency in young children reduces antisocial behavior, increases school readiness, and improves academic achievement Why FSTS? CAMHD “Blue Menu” for treatments 2004 - Society for Prevention Research Penn State rated FSTS “effective” Over $20,000,000 in federal grants Used in many states, internationally 10 Published reviews of model programs 20 peer-reviewed articles Meets the test of a strong “evidence-based intervention” Components of FSTS Based on Positive Behavior Support Screening Classroom-based intervention Home-based intervention Intervention provided by a coach Home-Based Intervention Coach and parent(s) meet for 1 hour a week for 6 weeks at parent’s home or prearranged convenient location Topics: communication, cooperation, setting limits, problem solving, friendship, building confidence Contact information Dr. Jean Johnson Naomi Rombaoa Tanaka Principal Investigator Project Coordinator nrombaoa@hawaii.edu jeanj@hawaii.edu (808) 956- 2653 (808) 956-3433