1. 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 June 2011
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
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
(808)
(808)