USING SELF-MANAGEMENT WITH PARENTAL INVOLVEMENT AS A TIER-3 INTERVENTIONAshley Lower, B.S., Richard Young, Ph.D., Leslie Williams, Ed.S., Lynnette Christensen, M.S., Paul Caldarella, Ph.D.

 

STUDY PURPOSE AND QUESTION

• Purpose: To evaluate the effectiveness of three tiers of intervention on increasing the total engagement and decreasing the disruptive behaviors of two elementary school students.

• Research Question: Does a Tier-3 peer-matching self-management intervention improve the behavior of students with classroom behavioral problems, when Tier-1 and Tier-2 interventions were not effective?

 

 

 

CW-FIT GAME (TIER-1)

• Prior to implementation:

· Teachers were trained in how to use the CW-FIT game

· Teachers taught four 15 minute lessons to introduce each skill used in the CW-FIT game to their class

• Daily Procedure:

· Teacher gave a brief reminder of the skills to the class

· Teacher announced the goal for the day as well as the reward

· The teacher proceeded with regular instruction during the game

· Every time the timer went off, the teacher gave points to each team that was using the skills, and praised or gave feedback to each team

· All teams who earned the points by the end of the game were given the reward just following the game

(Wills et al., 2010) 

 

SELF-MANAGEMENT INTERVENTION· Student obtained self-management card while peer obtained MotivAider

· Student and peer reviewed goals, and peer started the MotivAider

· Each time the MotivAider vibrated:

· Peer prompted student to mark the card

· Peer marked the card and matched with the student

· Peer praised/encouraged the student

· Peer marked the points earned on the card

· End of the session: Teacher checked the card, praised the student, and delivered their reward

· At school: Teacher emailed the parents their child’s daily performance and points earned

· At hone: Parents praised their child’s positive behavior, gave them a home reward, and sent a message back to the teacher with information regarding the parent/child interaction

 

METHODS

• Participants: Two male students (Shane, a third grader and Ricardo, a fourth grader) were recruited from a local elementary school. The mother, the teacher and one peer from each class were involved in this study.

• Shane was a third-grade education student with disruptive and acting out behaviors

• Ricardo was a fourth-grade special education student with characteristics of an individual on the Autism Spectrum. He exhibited high rates of off-task and disruptive behaviors

• One peer from each class

• The teacher from each classroom

• The mothers of both Shane and Ricardo

• Classrooms: Two general education classrooms (one third grade and one fourth grade) where the CW-FIT game was already being implemented.

• Independent Variable: Peer-Matching Self-Management Intervention

• Dependent Variables: Percent of Engagement and Frequency of Disruptions

• Experimental Design: Single-Subject Reversal Design with modifications

 

Shane

Ricardo

MOOSES DATA

SELF-MANAGEMENT CARD

Self-Management Card Name: ________________ Date: _________________ How did I do?

Total: _____

Worked on my assignment Quiet, in seat, chair at desk Eyes on teacher as she talked Hands to self

POINTS Y Y = 2 N N = 1 Y N = 0 N Y = 0

TREATMENT FIDELITY

Shane -SM

Date Total

Engagement Number of Disruptives

% Peer

Praise Teacher Praise

Parent Reinf

2-Way Comm

30-Apr 98 0 80% Y Y N 4-

May 98.7 5 80% Y Y Y 6-

May 90.4 7 40% Y Y Y 7-

May 97.3 1 100% Y Y Y 11-

May 98.4 11 100% Y Y N 14-

May 100 1 100% Y Y Y 18-

May 79.9 5 80% Y N Y 21-

May 96.9 3 88% Y N Y

Ricardo - SM

Date Total

Engagement Number of Disruptives

% Peer

Praise Teacher Praise

Parent Reinf

2-Way Comm

13-Apr 92.5 5 100% N N N 14-Apr 75.6 33 20% N N Y 16-Apr 65.4 37 0% N N Y 29-Apr 61 12 0% Y N Y 30-Apr 69.5 30 60% Y N N

Ricardo - SM+

Date Total

Engagement Number of Disruptives

% Sch.

Psych. Praise

Teacher Praise

Parent Reinf

2-Way Comm

18-May 87.4 2 100% Y Y Y 21-

May 100 9 100% N/A N Y

RESULTS

• CW-FIT (Tier-1 phase) resulted in some behavioral improvement

• Self-Recording (Tier-2 phase) showed no improvement

• Peer-Matching Self-Management Intervention (Tier-3 phase) resulted in significant improvement for Shane, but marginal improvement for Ricardo

• Treatment Fidelity was excellent for Shane, problematic for Ricardo

• Social Validity data:

• All participants: Enjoyed the intervention and found it helpful for the students

• Students: Enjoyed matching with their peer and earning rewards

• Parent 1: Loved the program

• Parent 2: Felt the program helped her stay on-task and realize the importance of giving quality attention

 

DISCUSSION

• CW-FIT was effective for the majority of students in both classes

• Self-Recording phase benefited some students needing extra support

• Self-Recording phase did not benefit Shane and Ricardo

• Self-Management was effective when used with fidelity (Shane)

• Self-Management was not effective without fidelity (Ricardo)

• Self-Management was effective with school psychologist (Ricardo)