TABLE 1. Dependent Variables and Measures
Dependent Variable
Dependent Measure
1. Student
Academic Engaged
Time
Direct Observation
2. Student
classroom behaviors
Direct Observation
Population
Selected
Targets and
Selected Peers
Daily during Baseline,
Intervention, and Followup
Classwide
Five Pre and Five Post
(until stability)
Selected
Targets and
Selected Peers
Daily during Baseline,
Intervention, and Followup
Behavior Rating
Indices via the Early
3. Student social
interactions
Frequency
Selected
Targets and
Screening Project (ESP) Selected Peers
One Pre and One Post
Direct Observation
Five Pre and Five Post
(until stability)
Targets
interacting with
classwide peers
Social Interaction
Ratings via the Early
Selected
Targets and
Screening Project (ESP) Selected Peers
One Pre and One Post
4. Teacher
delivered positives
and negatives
Direct Observation
Teacher
delivered
Classwide
Daily during Baseline,
Intervention, and Followup
5. Teacher
perceptions
Teacher Perceptions
of Behavior and
Classroom Ecology
Student, teacher One Pre and One Post
and classroom
ecology
(Diagnostic Tool for the
Classroom)
AND
Treatment Integrity
First Step
Consultant and
Teacher
Throughout Baseline,
Intervention, and Followup
Social Validity
(Social Satisfaction
Survey)
Teacher
Once at Post Intervention
FIGURE 1. Chan ges in Proble m Behavior and Academic Engaged
Time (AET) f or Tar get Studen ts
T a r g et 1
P B 's
AET
F o llo w -u p
(T ea ch er S ta r ts)
59
57
55
53
51
49
47
45
43
41
39
37
35
33
31
29
27
25
23
21
19
17
15
13
9
11
7
5
3
100
90
80
70
60
50
40
30
20
10
0
Percent AE T per 3 min
Ix
20
18
16
14
12
10
8
6
4
2
0
1
Freq of PB per 6 min
B a selin e
S essio n s
Percent AE T per 3 min
59
57
55
53
51
49
47
45
43
41
39
37
35
33
31
29
27
25
23
21
19
17
15
13
11
9
7
5
100
90
80
70
60
50
40
30
20
10
0
3
20
18
16
14
12
10
8
6
4
2
0
1
Fre. Of PB per 6 min
T a r g et 2
S essio n s
100
90
80
70
60
50
40
30
20
10
0
Percent AE T per 3 min
100
90
80
70
60
50
40
30
20
10
0
Percent AE T per 3 min
59
57
55
53
51
49
47
45
43
41
39
37
35
33
31
29
27
25
23
21
19
17
15
13
9
11
7
5
3
20
18
16
14
12
10
8
6
4
2
0
1
Freq of PB per 6 min
T a r g et 3
S essio n s
S essio n s
59
57
55
53
51
49
47
45
43
41
39
37
35
33
31
29
27
25
23
21
19
17
15
13
11
9
7
5
3
20
18
16
14
12
10
8
6
4
2
0
1
Freq of PB per 6 min
T a r g et 4
TABLE 14. Summary of Pre and Post Observations of Percent
of Classwide Academic Engaged Time (C-AET)
Pre-Score
Classroom 1
Classroom 2
Classroom 3
Classroom 4
44
36
52
54
39
67
48
55
63
56
46
28
32
44
40
38
57
53
35
49
Post-Score
88
84
79
77
86
89
93
91
86
90
74
80
56
43
68
84
73
89
77
81
Mean
Range
Pre
Post
Pre
Post
45
82.8
36-54
77-88
57.8
89.8
48-67
86-93
38
64.2
28-46
43-80
46.4
80.8
38-57
73-89
FIG URE 4. Changes in Teacher Classwide Posit ive and Negative Inte rac tions
T ch r + /- 1
T ch r P os
Ix
T ch r N eg
(T ea ch er S ta r ts)
F o llo w -u p
59
57
55
53
51
49
47
45
43
41
39
37
35
33
31
29
27
25
23
21
19
17
15
13
9
11
7
5
3
20
18
16
14
12
10
8
6
4
2
0
1
Freq of PB per 6 min
B a selin e
S essio n s
59
57
55
53
51
49
47
45
43
41
39
37
35
33
31
29
27
25
23
21
19
17
15
13
9
11
7
5
3
20
18
16
14
12
10
8
6
4
2
0
1
Freq of PB per 6 min
T ch r + /- 2
S essio n s
33
35
37
39
41
43
45
47
49
51
53
55
57
59
33
35
37
39
41
43
45
47
49
51
53
55
57
59
31
29
27
25
23
21
19
17
15
13
9
11
7
5
3
20
18
16
14
12
10
8
6
4
2
0
1
Freq of PB per 6 min
T ch r + /- 3
S essio n s
31
29
27
25
23
21
19
17
15
13
9
11
7
5
3
20
18
16
14
12
10
8
6
4
2
0
1
Freq of PB per 6 min
T ch r + /- 4
S essio n s
Effect Sizes
First Step Efficacy vs. Effectiveness Study
APS Efficacy Study
SRI Effectiveness Study
San Jose & Chicago
Social Skills
Teacher
.87
1.11
Parent
.54
.24
Teacher
.73
.63
Parent
.69
.29
.44
.36
Problem Behavior
Academic Engaged Time
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 Study
2006-2011
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 Sizes
First Step Efficacy vs. Effectiveness Study
APS Efficacy Study
SRI Effectiveness Study
San Jose & Chicago
Social Skills
Teacher
.87
1.11
Parent
.54
.24
Teacher
.73
.63
Parent
.69
.29
.44
.36
Problem Behavior
Academic Engaged Time
To access this program online:
go to the website for the Institute on
Violence and Destructive Behavior:
http://ivdb.uoregon.edu
and click on this program, listed under:
Presentations by Hill Walker