Effects of Team-Initiated Problem Solving on Decision Making by Schoolwide Behavior Support Teams

Autor/inn/en	Todd, Anne W.; Horner, Robert H.; Newton, J. Stephen; Algozzine, Robert F.; Algozzine, Kate M.; Frank, Jennifer L.
Titel	Effects of Team-Initiated Problem Solving on Decision Making by Schoolwide Behavior Support Teams
Quelle	In: Journal of Applied School Psychology, 27 (2011) 1, S.42-59 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
Schlagwörter	Observation; Team Training; Problem Solving; Teamwork; Behavior Modification; Student Behavior; Elementary Schools; Staff Development; Program Effectiveness; Intervention; Feedback (Response) + Suchen Sie Ihr Suchwort? Beobachtung; Teamcoaching; Problemlösen; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Elementary school; Grundschule; Volksschule; Personnel development; Personalentwicklung
Abstract	The authors examined the problem-solving practices of school teams engaged in implementing and improving schoolwide behavior support implementation. A multiple baseline design across 4 elementary school teams was used to assess the effects of the Team-Initiated Problem Solving (TIPS) training program (1 day of team training plus 2 coached meetings). A direct observation data collection protocol--Decision Observation, Recording, and Analysis--was used to index if teams followed "meeting foundations" practices for effective problem solving (e.g., predictable agenda, stable participants, clear roles for facilitator, minute taker, data analyst) and "thorough problem solving" practices for building interventions (e.g., problem definition, use of data, solution development, action planning). Direct observation results indicate that 3 of the 4 teams demonstrated improved meeting foundations and problem-solving skills after TIPS training. The fourth team also performed well, but documented baseline patterns that were either at optimum levels (meeting foundations) or with an increasing trend (problem solving) that prevented demonstration of an intervention effect. Team members perceived their meetings after TIPS training as resulting in more effective problem solving. Collectively, the results are interpreted as demonstrating a functional relation between TIPS training and improved problem solving practices by school teams. Implications address how to improve team-based consultation and problem solving in schools. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10