U.S. Department of Education Grant Performance Report (ED 524B) Executive Summary

OMB No. 1890 - 0004 Expiration: 6-30-2011 PR/Award #: R324A07181

Class-wide Function-Based Intervention Teams: A Research to Practice Agenda for Functional Behavior Assessment for Students with and At Risk for SBD

The purpose of the current project is to conduct efficacy and replication trials of the effectiveness of the Class-wide Function-Based Intervention Teams Program (CW-FIT) for students with and at risk for Serious Behavior Disorders (SBD), and to implement studies of FBA linked individualized intervention for the most challenging students. The CW-FIT Program includes four elements designed from hundreds of empirical studies on the treatment of problem behavior: teaching socially-appropriate communicative skills to access attention or brief escape, extinction or eliminating potential reinforcement (attention, escape) for problem behavior, and differential reinforcement at individual levels with group contingencies, and self-management.

Excellent progress has been made over the past three years implementing the project, addressing objectives and key performance tasks. Fourteen schools in urban, culturally diverse communities participated in the study thus far, four in Year 1, 5 in Year 2, and 5 in Year 3. A total of 72 classrooms and 152 students at risk for SBD participated in CW-FIT; and 67 classrooms and 109 students at risk for SBD served as the comparison group. Findings from the third year of the study were similar to Year 1 and Year 2, and indicated that the CW-FIT intervention improved on task behavior for groups of students in 24 intervention classes and for most students at risk for SBD (n=43) therein. Gains were significantly better than for the comparison group (21 classrooms, 37 students with SBD/risk). Conclusions were:

Ø CW-FIT in Year 3 improved class-wide on task behavior for general education students in high risk urban classrooms (baseline mean = 52.0%, CW FIT mean = 83.0%). Comparison classrooms showed minimal change (baseline, 47.2%, baseline 2, 55.2%). On task data across ALL 3 YEARS: CW-Fit classes baseline = 53%, intervention = 83%; comparison means, 51% and 57%. MANCOVA statistics were run for class-wide effects across ALL 3 YEARS with significantly greater levels of on task behavior by students (p < .000) and praise by teachers (p < .000), and a significantly lower use of reprimands (p < .000) for the CW-FIT group than the comparison group. Effect sizes were computed for the gains across ALL 3 YEARS with large effects favoring the intervention group; Cohen’s d of 1.88 for on task gains, 2.7 for praise gains, and .(-) 0.86 for decreases in reprimands.

Ø In Year 3, CW-FIT improved on task behavior for 80% (35/43) of students at risk for SBD in CW FIT classes, while 16% (6/37) showed improvement in the comparison SBD group (p < .001). On task averaged 62% at baseline and 86% during intervention for the CW-FIT students at risk for SBD; and 66% and 64% across time for the comparison group ‘at risk’ students. Means for ALL 3 YEARS: CW-FIT group, 65%, baseline and 86%, intervention; 65% and 67%, respectively for the comparison group.

Ø The CW FIT SBD group showed more decreases in disruptive behaviors (decrease: 14.1 to 5.3 in CW FIT, p < .001). The comparison students’ behaviors remained constant, 16.7 to 16.6. Means for ALL 3 YEARS: CW-FIT group, 17 at baseline, 7 in intervention; and 16, 15 respectively for the comparison group. MANCOVA were conducted for data across ALL 3 YEARS. Significant differences (p <.000) were noted between experimental groups for the students with SBD risk for on task and disruptive behaviors. Effect sizes for ALL 3 YEARS were large for on task gains, Cohen’s d = 1.08, and decreases in disruptive behaviors, Cohen’s d = 0.59.

Ø In Year 3, CW-FIT + self-management OR help cards improved on task or reduced disruptions for 12 of 14 students in the SBD group using this next level of intervention.

Findings contribute to the research base showing group contingency, differential reinforcement, and self-management as evidence-based interventions for students at risk for SBD. Findings for practice suggest a need for increased school-based resources to support classroom management and function-based intervention for challenging behavior. Findings further support the use of a Response to Intervention model. The majority of the students with SBD risks were responsive to CW-FIT and/or CW-FIT + self-management and help cards. Year 3 accomplishments include:

1. Successful partnerships were continued with the Kansas City, KS, Turner, KS, and the Lawrence, KS school districts.

2. A highly qualified district level behavior intervention specialist in the Kansas City, KS district continued to serve as a liaison between grant and district personnel, as well as provide additional behavioral support to the schools, classes, coaches, and teachers. Two highly qualified district behavioral coaches were hired to serve in the Kansas City, KS district. Project staff managed the intervention coaching in Turner and Lawrence. The coaches worked closely with experimental teachers on proper implementation of the intervention, problem solving, and individual student needs. In addition, the coaches assisted with functional behavior assessments for children with SBD who did not respond to the CW-FIT intervention. The coaches also assisted with on-task and fidelity data collection. Fidelity averaged 93.1% in CW-FIT classes.

3. Professional development/ training sessions (2 days, with monthly meetings) were conducted for all project staff including district behavior intervention specialist, behavioral coaches, and graduate research assistants; teachers received ½ day training and follow-up.

4. Students with SBD risk were monitored using direct observations (mini-MOOSES computerized system) of on-task behavior, disruptive behaviors, and compliance. (See page 1 for outcome data). Social Skills Rating System (SSRS) scores and Behavior Assessment System for Children (BASC-2) ratings showed minimal differences between groups, similar to prior years’ data, perhaps suggesting subjectivity of rating scales, and/or a need for more across the day intervention.

5. Individual self-management/booster sessions and help cards for appropriate behaviors were implemented for 14 students with SBD risks. Functional behavior assessments (interviews, ABC analyses, or tests of function) were conducted for 13 of these students.

Plans for Year 4

An additional 4 schools will be recruited in Year 4 to test the CW-FIT intervention, with a goal to increase the number of students with SBD. Two schools have agreed for 2010-2011. Year 4 will also include an increased number of functional assessments and ‘case studies’ of the individualized function-based intervention components. Initial cases indicate promising interventions, but more resources are needed to support teachers to provide classroom function-based interventions for the students with the most challenging behaviors. Three school psychologists have agreed to participate in the functional behavior assessment process.