The Behavior Education Support and Treatment (BEST) School Intervention Program: Pilot Project Data Examining Schoolwide, Targeted-School, and Targeted-Home Approaches

Autor/inn/en	Waschbusch, Daniel A.; Pelham, William E., Jr.; Massetti, Greta
Titel	The Behavior Education Support and Treatment (BEST) School Intervention Program: Pilot Project Data Examining Schoolwide, Targeted-School, and Targeted-Home Approaches
Quelle	In: Journal of Attention Disorders, 9 (2005) 1, S.313-322 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054705279999
Schlagwörter	Intervention; Elementary Schools; Pilot Projects; Behavior Modification; Control Groups; Special Education; Outcomes of Treatment; Behavior Problems; Foreign Countries; Attention Deficit Disorders; Hyperactivity; Teacher Student Relationship; Family Environment; Educational Environment; Canada + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Pilot project; Modellversuch; Pilotprojekt; Behaviour modification; Verhaltensänderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Teacher student relationships; Lehrer-Schüler-Beziehung; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kanada
Abstract	As part of a pilot project, four elementary schools were randomly assigned to receive one of four interventions: (a) a schoolwide intervention that incorporated universal and targeted treatment, (b) a targeted-school intervention delivered to individual students in regular and special education classrooms, (c) a targeted-home intervention delivered in home and regular classroom settings, and (d) a control condition that did not receive a designated intervention. Results showed that the behavior of disruptive children in all schools improved during the course of the year, with some evidence that interventions provided complementary effects. These findings support the continued use of behavioral interventions in elementary schools and argue for interventions that combine different methods of delivering interventions. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10