Replication Study of the First Step to Success Early Intervention Program

Autor/inn/en	Lien-Thorne, Stephanie; Kamps, Debra
Titel	Replication Study of the First Step to Success Early Intervention Program
Quelle	In: Behavioral Disorders, 31 (2005) 1, S.18-32 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	High Risk Students; Early Intervention; Grade 2; Program Effectiveness; Behavior Disorders; Emotional Disturbances; Grade 1; Student Behavior; Behavior Modification; Student Participation; Time on Task; Contingency Management; Antisocial Behavior; Family School Relationship; Family Involvement; Peer Relationship; Parent Education; Screening Tests; Program Evaluation; Special Education + Suchen Sie Ihr Suchwort? Problemschüler; School year 02; 2. Schuljahr; Schuljahr 02; Gefühlsstörung; School year 01; 1. Schuljahr; Schuljahr 01; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Zeitaufwand; Krisenbewältigung; Peer-Beziehungen; Parents education; Elternbildung; Elternschule; Screening-Verfahren; Programme evaluation; Programmevaluation; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This article describes a replication of the "First Step to Success" program (Walker, Stiller, Severson, & Golly, 1998) with at-risk students in the first and second grade to determine program effectiveness in decreasing inappropriate behaviors and increasing academic engagement time. This expands the "First Step to Success" program to (1) serve slightly older students than those in the earlier kindergarten studies; (2) assess implementation effects across a full school day rather than half-day periods; and (3) determine effects when used in conjunction with individualized, across-the-day, contingency reinforcement systems. A multiple-baseline design was used to study the effects of the "First Step to Success" early intervention program. Three students and their parent(s) and teachers participated in the study. Direct observation measures showed dramatic improvements in academic engagement time and decreases in disruptive behavior. Findings across students indicated that intensive behavioral interventions increased positive outcomes for students who are at risk for emotional and behavioral disorders (EBD). (Contains 4 tables and 2 figures.) (Author).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10