1. Use of Behavior Management Strategies by Teachers: Fidelity and Implementation of the ABC Program Greta M. Massetti, Daniel A. Waschbusch, & William E. Pelham, Jr. University at Buffalo, SUNY Presentation at the 2006 SPR Conference

2. Background: Violence and Aggression  NCLB legislates use of evidence-based programs in violence prevention and character education  Little scientific evidence on effective practices for 1. Building character and social competence, and 2. Reducing violence, disruptive behavior, and aggression

3. Domains of Influence  School contexts  Peer relationships  Parent-child relationships

4. Social Skills Interventions for Children with DB Problems  Data on positive short-term effects  Problems:  Long-term effectiveness  Generalizability  Magnitude of effects  At-risk and identified children  Interventions must be comprehensive and target multiple areas of functioning

5. Levels of Intervention in Comprehensive Programs  Universal  Targeted/At risk  Indicated/Identified  Rarely combined in programs  Must be effective for both average child and higher-risk children

6. The Academic and Behavioral Competencies (ABC) Program: A School-Wide Intervention

7. ABC Program Components: Universal Components  School-wide behavior management  Classroom management  School-wide rules  Consequences for rule following/violations: Daily Positive Notes, Fun Friday, Honor Roll, Time Out  Homework components  School-wide teacher-led social skills training  School-wide peer tutoring for academic skills

8. ABC Program Components: Targeted Components  Individual consultation services  Individualized programming  After-school program  Parent workshops

9. Methodology  14 Schools:  10 Buffalo Public Schools (PK-8)  2 Charter schools (PK-9)  2 Suburban schools (K-5)  Urban, high-risk populations  Matched and randomly assigned

10. Fidelity Model Incorporates 2 elements of fidelity: 1.Content 2.Process

11. Fidelity: Content The extent to which the teacher or school is implementing the identified component to the degree it was intended as specified by the program Addresses whether teachers are implementing each component of the intervention Is it being done?

12. Fidelity: Process The extent to which the teacher or school is implementing the identified component in the manner in which it was intended as specified by the program. Addresses how well each component is implemented How is it being done?

13. Elements of Fidelity Content and Process: Elements independent of each other Elements may interact Impact on efficacy of program

14. Fidelity Model One of the goals of the current project is to determine ways in which fidelity interacts with efficacy of intervention Hypothesis: higher levels of process and content will have greater efficacy

15. Goals for Assessment of Fidelity Dual purposes of assessing fidelity: 1.To evaluate role of fidelity as mediator of outcome (research goal) 2.To exert an influence on intervention process (intervention goal) 3.Document use of components in comparison schools Data for goals gathered separately

16. Comprehensive Fidelity Model Intervention Component ContentProcess Services to Teachers Services to Students Services to Parents

17. Content Services to Teachers Teacher training in behavior management % of teachers completing training Consultation services (monthly consultation, IPs) % of observations completed, IPs implemented Services to Students Classroom management***Observations Social Skills Training% of days SST implemented After School Program% of days program implemented Services to Parents Parenting Workshops% of sessions completed

18. Process Services to Teachers Teacher training in behavior management Not assessed Consultation services (monthly consultation, IPs) Supervisor ratings of consultant Teacher ratings of consultant Services to Students Classroom managementObservations Social Skills TrainingObservations After School ProgramObservations Services to Parents Parenting WorkshopsElements covered at each workshop

19. Observations Goals of observations: 1.Document use of classroom behavior management (control and intervention) 2.Evaluate intervention teachers’ implementation of behavior management techniques taught as part of intervention 3.Track rates of students’ disruptive behaviors

20. Observations 10 minutes: orientation to classroom, evaluation of space –Presence of intervention elements (time out, honor roll chart, color chart) 40 minutes: observations of students and teachers –Use standard set of operationalized “rules” –Record instances of rule infractions –Record teachers’ reactions to rule infractions

21. Student Observation Code Based on set of standard “rules” 1.Be respectful of others 2.Remain in assigned seat or area 3.Raise hand to speak or to ask for help 4.Work quietly 5.Use materials appropriately 6.Obey adults 7.Stay on task

22. Teacher Observation Code Rates teachers’ response to rule infractions on 3 dimensions

23. Additional Teacher Behaviors Observers also track teachers’ use of: 1.Social Reinforcement (both group and individual tracked separately) 2.Effective commands 3.Ineffective commands

24. Variability of Fidelity Variability in implementation across intervention schools: both process and content Variability across components of intervention Variability across time (within the year, across years) Variability within classroom

25. THANK YOU Contact Information Greta Massetti: gmm23@buffalo.edu Dan Waschbusch: dw35@buffalo.edu William Pelham: pelham@buffalo.edu http://Wings.buffalo.edu/adhd/