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Primary Prevention Programs at the Elementary Level: Issues of Treatment Integrity, Systematic Screening, and Reinforcement

Primary Prevention Programs at the Elementary Level: Issues of Treatment Integrity, Systematic... This study examined issues of treatment integrity, systematic screenings, and access to reinforcement relative to school-wide positive behavior support programs (SW-PBS) implemented in two rural elementary schools during the first year of program implementation. Results suggested that treatment fidelity, as measured by self-report and direct observation methodologies, varied according to rater and method of measurement. Findings also illustrated techniques for using systematic screening tools implemented as part of elementary level SW-PBS programs to (a) assess the overall index of risk as well as (b) identify how different types of students respond to the SW-PBS plan over time, with an emphasis on how to identify students for targeted prevention efforts. Finally, results of multivariate analyses suggested that students' rate of access to reinforcement was significantly different between schools and between students with high and low risk status as measured by the Student Risk Screening Scale (SRSS; Drummond, 1994). Educational implications of the findings related to these issues are discussed, and directions for future research offered. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Primary Prevention Programs at the Elementary Level: Issues of Treatment Integrity, Systematic Screening, and Reinforcement

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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board, Education and Treatment of Children.
ISSN
0748-8491
eISSN
1934-8924

Abstract

This study examined issues of treatment integrity, systematic screenings, and access to reinforcement relative to school-wide positive behavior support programs (SW-PBS) implemented in two rural elementary schools during the first year of program implementation. Results suggested that treatment fidelity, as measured by self-report and direct observation methodologies, varied according to rater and method of measurement. Findings also illustrated techniques for using systematic screening tools implemented as part of elementary level SW-PBS programs to (a) assess the overall index of risk as well as (b) identify how different types of students respond to the SW-PBS plan over time, with an emphasis on how to identify students for targeted prevention efforts. Finally, results of multivariate analyses suggested that students' rate of access to reinforcement was significantly different between schools and between students with high and low risk status as measured by the Student Risk Screening Scale (SRSS; Drummond, 1994). Educational implications of the findings related to these issues are discussed, and directions for future research offered.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Nov 19, 2008

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