Tier II Intervention Family-School Collaboration Parent-Teacher Action Research Teams (PTAR)

PTAR Goal: Provide school-based intervention for children at-risk for emotional behavior disorder (EBD) Rationale: Students with EBD Most challenging and difficult to teach Disrupt learning of other students Often require multi-faceted intervention Often served in special education settings See PTAR Handout 1

PTAR as a Tier II Intervention Emotional-behavior problems can be recognized at early ages Promising Tier II interventions include: Parent training, teacher consultation, social skills training, pre- referral teams

PTAR Membership Classroom teacher Parent Parent liaison Facilitator Others as needed (e.g., speech-language pathologist)

PTAR Process: MAPS Making Action Plans (formerly the McGill Action Planning System)

MAPS Process Action Research Cycle Facilitator’s role Parent Liaison’s role

MAPS Ground Rules Parent speaks first Anyone may choose to pass or stop All ideas are recorded in team member’s own words All ideas are expressed as positively as possible

MAPS Process: First Two Meetings Identify child’s strengths Identify parent’s and teacher’s hopes and fears Establish mutual parent-teacher goals Establish observable indicators for each goal (“How will we know? What will it look like?”) Plan observations (parent and teacher)

Action Research Cycle Analyzing Data PRACTICAL THEORY REFLECTION Brainstorming Ideas PLAN OF ACTION Getting Permission ACTION Collecting Data

Facilitator’s Role Create agenda based on PTAR goals Summarize previous meeting Ask parent to report observations Clarify and connect parent observations to goals Ask teacher to report observations Clarify and connect teacher observations to goals Help team members develop their practical theory: “What does this tell us about (child)?”

Facilitator’s Role Help team members formulate action plans and observations to test their theory If no theory, help team members decide what to observe for additional information Summarize meeting and review action plans to be undertaken prior to next meeting Set date for next meeting Distribute meeting notes

Parent Liaison’s Role Between Meetings Contact parent at least once to discuss observations and action plans If necessary, call or visit parent to help record observations Refer parent to resources within the community, as needed Meet with facilitator biweekly Keep detailed notes and send weekly to facilitator

PTAR Efficacy: Research Findings The Achieving, Behaving, Caring Project: PTAR + Social Skills Instruction

Achieving, Behaving, Caring Project Kindergarten teachers identified students at risk for EBD, using a multiple gating procedure Random assignment into: PTAR group (PTAR team process + social skills instruction) Control group (Social skills instruction only) Social skills instruction: Whole-class social skills instruction selected by teacher (e.g. Second Step, Skillstreaming the Elementary School Child, Lion’s Quest)

Achieving, Behaving, Caring Project: Outcome Measures Child Behavior Checklist (CBCL) Achenbach Teacher Report Form (TRF) Achenbach Direct Observation Form (DOF) Social Skills Rating System (SSRS) Family Empowerment Scale-School Version

Achieving, Behaving, Caring Project: Data Collection Parent liaisons obtained CBCL and SSRS during home visits Teachers completed TRF and SSRS forms Independent observers used DOF in four 10-minute observations Data collected in fall and spring of two consecutive years

Achieving, Behaving, Caring Project: Outcomes Significant reductions in: Teacher reported internalizing behavior problems and delinquent behavior Parent reported total problems, externalizng and delinquent behavior Observed internalizing problems

Achieving, Behaving, Caring Project: Outcomes Significant increases in: Parent reported cooperation, self-control and competence in child Parent report feelings of empowerment to obtain school-based services for their children

Achieving, Behaving, Caring Project: Limitations Sample had moderate levels of risk for EBD Parents and teachers were not blind to children’s group assignments Lack of control group that received no intervention Generalizability of results to urban settings, diverse populations? Long-term outcomes?

Parent-Teacher Action Research Teams (PTAR): Resources Cheney, Douglas. (1998). Using action research as a collaborative process to enhance educators’ and families’ knowledge and skills for youth with emotional and behavior disorders. Preventing School Failure. 42, Forest, M. & Pearpoint, J.C. (1992). Putting kids on the MAP. Educational Leadership, 50, Kay, P.J. & Fitzgerald, M. (1997). Parents + Teachers + Action Research = Real Involvement. Teaching Exceptional Children, McConaughy, S.H., Kay, P.J. & Fitzgerald, M. (1999). The achieving, behaving, caring project for preventing ED: Two-year outcomes. Journal of Emotional and Behavioral Disorders, 7, McConaughy, S.H., Kay, P.J. & Fitzgerald, M. (1998). Preventing SED through parent-teacher action research and social skills instruction: First-year outcomes. Journal of Emotional and Behavioral Disorders, 6,