Evaluating the Efficacy of an Ecological Intervention for Students with Pervasive Problem Behaviors
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This study evaluated the effectiveness of a multi-component intervention composed of (a) one-on-one teacher-student interaction, (b) teacher provided process praise, and (c) family-teacher good news phone calls on problem behavior among students in elementary school. A single-subject multiple baseline design was utilized to examine the functional relation between the intervention and student outcomes. Participants were two teachers and three students with high levels of problem behavior as well as low quality relationships with their teachers. Students met individually with teachers one time per week to develop and discuss student centered goals. Teachers provided students with specific process praise and made weekly good news phone calls to the students' families. These components were predicted to improve student levels of academic engagement and reduce disruptive behavior through increasing relationship quality. Results suggested the intervention shows promise in decreasing disruptive behavior. No relationship was found between the intervention and academic engagement. Teacher reports provided descriptions of their perceptions of increased relationship quality and social validity.