Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary school.

Previous research suggests that performance feedback improves treatment integrity. This study compared the effects of verbal performance feedback and verbal plus graphic performance feedback on implementation of a student-specific behavior support plan (BSP) by members of a second-grade teaching team at a public elementary school. A consultant to the school delivered feedback following regularly scheduled classroom observations.

Assessment of ADHD: differences across psychology specialty areas.

Child psychologists are frequently involved in the assessment of ADHD symptoms among school-aged youth. There is limited information regarding the extent to which psychologists adhere to recommended assessment practices and whether differences exist in assessment strategies among psychologists from different specialty areas (clinical, counseling, and school) and/or who practice in different settings (university, school, or outpatient clinic). A 3 (specialty area) x 3 (employment setting) between-groups design is used wherein 230 child psychologists completed surveys regarding diagnostic practice.

The development of behaviorally based public school consultation services.

This article describes the development of behavioral school care consultation services to public schools within a not-for-profit community behavioral health organization. An overview of the process of behavior consultation is presented. A description of the growth of behavioral school consultation services is outlined in regard to (a) the types of consultation, including individual, school-wide, and district-wide services; (b) trainings in empirically validated assessment and interventions; and (c) the development of an internship and postdoctoral fellowship program.

Improving student bus-riding behavior through a whole-school intervention.

We describe a multicomponent intervention to improve bus-riding behavior of students attending an urban public school. The intervention was developed with technical assistance consultation that emphasized collaboration among students, school personnel, and bus drivers. The primary intervention procedures were identifying appropriate behaviors during transportation ("bus rules"), training bus drivers to deliver positive reinforcement, and rewarding student performance through a weekly school-based lottery.

Evaluating student discipline practices in a public school through behavioral assessment of office referrals.

Office discipline referrals are a common practice in public schools to address students' problem behaviors. The authors report two descriptive studies in a public elementary-middle school to illustrate frequency of office referrals as an evaluative data source. Study I was a behavioral assessment of office referrals to determine the types of discipline problems confronting school personnel and the distribution of referrals among teachers, students, and grade level.