Bridging Research into Practice to Intervene with Young Aggressive Students in the Public School Setting: Evaluation of the Behavior Consultation Team (BCT) Project.

Autor/inn/en	McDougal, James; Hiralall, Andrea S.
Titel	Bridging Research into Practice to Intervene with Young Aggressive Students in the Public School Setting: Evaluation of the Behavior Consultation Team (BCT) Project.
Quelle	(1998), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Aggression; At Risk Persons; Behavior Disorders; Behavior Modification; Behavior Problems; Consultation Programs; Developmental Disabilities; Early Childhood Education; Educational Therapy; Intervention; Preschool Children; Preschool Education; Primary Education; Problem Children; Public Schools + Suchen Sie Ihr Suchwort? Risikogruppe; Behaviour modification; Verhaltensänderung; Fachberatung; Entwicklungsstörung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lerntherapie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Problem child; Child at risk; Risikokind; Public school; Öffentliche Schule
Abstract	In response to concerns about the increasing number of students identified as disabled and eligible for special education services, and the growing number of young, aggressive, noncompliant, and very challenging students entering pre-kindergarten and elementary schools, a task force recommended the creation of a Behavior Consultation Team (BCT) project. The behavioral consultation model includes stages of problem identification, problem analysis, plan implementation, and plan evaluation. Goals of the project were to increase teachers' ability to effectively manage, accommodate, and remediate behavioral difficulties in the classroom, and to document and evaluate a consultative process that is feasible in the public school setting. Six specific research questions are addressed. Children with seriously challenging behaviors (aggression, noncompliance, etc.) in grades pre-K to 3, were recruited (N=16). Assessment included functional analysis and functional assessment, and identification of environmental conditions that influence a given behavior. An intervention plan was designed and implemented. Three evaluation areas (acceptability, integrity, and efficacy of the BCT) were defined for the project. Data were collected at all stages of the project and at the end of the year as follow-up. Quantitative and qualitative results are presented. Closing discussion highlights the differences between successful and unsuccessful case resolutions. (EMK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01