A model for school psychology practice: addressing the needs of students with emotional and behavioral challenges through the use of an in-school support room and reality therapy

Adolescence, Fall, 2004 by Perry D. Passaro, Michael Moon, Dudley J. Wiest, Eugene H. Wong

Interobserver Agreement

Each day, prior to the departure of the students, staff conferred and achieved consensus regarding the feedback that would be delivered to the students and their parents. Prior to the numeric assignment, students were questioned about their behavior and asked what they thought their behavioral ranking should be on the 5-point scale.

RESULTS

The ISSR/RT intervention described was evaluated during the 20012002 school year. Results were measured in three domains: changes in daily behavior ratings of students over the school year; changes in the number of out-of-school suspensions compared to the previous academic year (2000-2001); and changes in the amount of time students participated in general education courses, within the current school year.

General Trends

The average daily behavior rating of students served improved on average by 42% over the 2001-2002 school year.

At the start of the school year, average student behavior was assessed by staff as being in the lowest range 36% of the time, while average student behavior reached the highest level (excellent) only 19% of the time. However, within one semester this trend was reversed. At the end of the school year, average student behavior was assessed in the highest range 38% of the time, while average student behavior was reported in the lowest level (poor) only 13% of the time.

The amount of time for all students' combined participation in general education courses, increased dramatically to over 62% by the spring of the school year.

In addition to the changes in behavior and general education participation there was a decrease in the total number of out-of-school suspensions by 12% from the previous academic year for all students combined.

There was a successful transition from the most restrictive public school setting (ED/SDC) to a less restrictive environment for 40% of the original students combined. However, unfortunately, two students were determined to be inappropriately placed and required a more restrictive environment, which in both cases was a non-public school (NPS). Both of the students' sent to an NPS met the criteria for residential placement.

Individual Findings

Figure 1 contains the behavioral ratings of the ten individual students served in the program over the course of the school year, as well as their frequency of participation in general education classes.

[FIGURE 1 OMITTED]

Student 1 and student 2 made continual behavioral and academic progress. By the end of the academic year they were transitioned from full-time placement in an ED/SDC to 3 periods in a resource specialist program (RSP), and general education classes for the remainder of the school day.

Student 3 made limited progress in this program or placement. His parents were dissatisfied with the rate of progress and requested a more restrictive placement after five months. At that time he was transitioned to an NPS, and then to a residential program.

Student 4 was making behavioral and academic improvement after being placed on probation in November; however, once he was released from probation, in April his behavior and academics returned to baseline.