TABLE 1. Dependent Variables and Measures

Dependent Variable Dependent Measure Population Frequency

1. Student Academic Engaged Time

Direct Observation Selected Targets and Selected Peers

Daily during Baseline, Intervention, and Follow-up

Classwide

Five Pre and Five Post (until stability)

2. Student classroom behaviors

Direct Observation Selected Targets and Selected Peers

Daily during Baseline, Intervention, and Follow-up

Behavior Rating Indices via the Early Screening Project (ESP)

Selected Targets and Selected Peers

One Pre and One Post

3. Student social interactions

Direct Observation

Targets interacting with classwide peers

Five Pre and Five Post (until stability)

Social Interaction Ratings via the Early Screening Project (ESP)

Selected Targets and Selected Peers

One Pre and One Post

4. Teacher delivered positives and negatives

Direct Observation

Teacher delivered Classwide

Daily during Baseline, Intervention, and Follow-up

5. Teacher perceptions

Student, teacher and classroom ecology

One Pre and One Post

AND

Teacher Perceptions of Behavior and Classroom Ecology (Diagnostic Tool for the Classroom)

Treatment Integrity First Step Consultant and Teacher

Throughout Baseline, Intervention, and Follow-up

Social Validity (Social Satisfaction Survey)

Teacher Once at Post Intervention

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S ession s

Freq

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01 02 03 04 05 06 07 08 09 01 0 0

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1 01 21 41 61 82 0

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59

S ession s

Freq

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B p

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min

01 02 03 04 05 06 07 08 09 01 0 0

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ent A

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per

3 m

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T a rg et 4

Ix (T ea ch er S ta r ts) F ollow -u pB a selin e

FIGURE 1. Changes in Problem Behavior and Academic EngagedTime (AET) for Target Students

TABLE 14. Summary of Pre and Post Observations of Percent of Classwide Academic Engaged Time (C-AET)

Pre-Score Post-Score Mean

Pre Post Range

Pre Post 44 88 36 84 52 79 54 77

Classroom 1

39 86

45 82.8 36-54 77-88

67 89 48 93 55 91 63 86

Classroom 2

56 90

57.8 89.8 48-67 86-93

46 74 28 80 32 56 44 43

Classroom 3

40 68

38 64.2 28-46 43-80

38 84 57 73 53 89 35 77

Classroom 4

49 81

46.4 80.8 38-57 73-89

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S e s s io n s

Freq

of P

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min

T c h r P o s T c h r N e gT c h r + / - 1

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1 01 21 41 61 82 0

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59

S e s s io n s

Freq

of P

B p

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min

T c h r + / - 2

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1 01 21 41 61 82 0

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59

S e s s io n s

Freq

of P

B p

er 6

min

T c h r + / - 3

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1 01 21 41 61 82 0

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59

S e s s io n s

Freq

of P

B p

er 6

min

T c h r + / - 4

Ix (T e a c h e r S ta r t s ) F o l lo w -u pB a s e l in e

FIGURE 4. Changes in Teacher Classwide Posit ive and Negative Interactions

Effect SizesFirst Step Efficacy vs. Effectiveness Study

APS Efficacy Study SRI Effectiveness Study

San Jose & Chicago Social SkillsTeacher .87 1.11

Parent .54 .24

Problem Behavior

Teacher .73 .63

Parent .69 .29

Academic Engaged Time .44 .36

School Context• Factors that Influence Educator Adoption of

New Practices:– Fits seamlessly into ongoing school routines– Consistent with school and educator values– Universal versus targeted interventions– Solves a high priority problem or issue– Time and effort costs are reasonable– Teacher perceives s/he has the skills and resources

to apply practice effectively

Albuquerque Public Schools (APS) Efficacy Study of the First Step to Success Program

2004 – 2008

• Four-year large scale study funded by the Institute of Education Sciences (IES).

• 200 participants in grades 1-3 involved in the study.

(APS) Efficacy Study (Continued)

• 101 received First Step (FS) -- 99 were Usual Care Controls (UCC).

• Participants, along with teachers and classrooms, were randomly assigned to FS or UCC.

• Outcome measures were collected at pre, post, and follow-up time points.

First Step National Effectiveness Study2006-2011

Key Features• Implemented across Five Sites

– California (San Jose) Year 1– Illinois (Chicago Area) Year 1– Florida (Tampa) Year 2– West Virginia (Huntington Area) Year 2– Oregon (Eugene Area) Year 2

• 432 Participants– 244 First Step– 188 Usual Care Control

Effect SizesFirst Step Efficacy vs. Effectiveness Study

APS Efficacy Study SRI Effectiveness Study

San Jose & Chicago Social SkillsTeacher .87 1.11

Parent .54 .24

Problem Behavior

Teacher .73 .63

Parent .69 .29

Academic Engaged Time .44 .36

To access this program online:

go to the website for the Institute on Violence and Destructive Behavior:http://ivdb.uoregon.eduand click on this program, listed under:Presentations by Hill Walker