Does First Step to Success Have Long-Term Impacts on Student Behavior? An Analysis of Efficacy Trial Data

Autor/inn/en	Woodbridge, Michelle W.; Sumi, W. Carl; Wagner, Mary M.; Javitz, Harold S.; Seeley, John R.; Walker, Hill M.; Small, Jason W.; Golly, Annemieke; Feil, Edward G.; Severson, Herbert H.
Titel	Does First Step to Success Have Long-Term Impacts on Student Behavior? An Analysis of Efficacy Trial Data
Quelle	In: School Psychology Review, 43 (2014) 3, S.299-317 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Student Behavior; Behavior Problems; Pretests Posttests; Fidelity; Antisocial Behavior; Early Intervention; Emotional Disturbances; Behavior Disorders; Program Implementation; Followup Studies; Grade 1; Grade 2; Grade 3; Elementary School Teachers; Elementary School Students; Regular and Special Education Relationship; Screening Tests; Interpersonal Competence; Hierarchical Linear Modeling; Reading Fluency; Parents; Outcome Measures; Observation; Achievement Tests; Statistical Analysis; Oregon; Systematic Screening for Behavior Disorders; Social Skills Rating System; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Gefühlsstörung; Follow-up studies; Kontaktstudium; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Screening-Verfahren; Interpersonale Kompetenz; Eltern; Beobachtung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse
Abstract	First Step to Success (First Step; Walker et al., 1997, 1998) is a secondary-level intervention for students with behavior problems in early elementary school. The purposes of this study were to assess whether effects in student behavior and academics at posttest shown in a recent efficacy trial (Walker et al., 2009) were maintained at follow-up and to examine the relationship of implementation fidelity to outcomes. The findings showed that although First Step's initial impact was significant and positive across all behavior and some academic measures, gains eroded 1 year after the intervention was withdrawn. Results are discussed in the context of students' experience of yearly change in classroom environments, teachers' variable behavioral expectations and perceptions, and the need for intervention maintenance plans to support sustainment of treatment effects. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01