First Step Classroom Check-up

The need for multi-component early interventions that are effective with children who display severely challenging behavior is substantial. As well, it has become increasingly evident through school-based intervention research that effective primary preventions serve as a critical foundation for secondary and tertiary-level interventions. While the science related to developing and identifying empirically supported practices is improving, the science related to implementing empirically supported practices with fidelity, is greatly lacking (Fixsen et al., 2005). This presentation highlights one arm of a multicomponent intervention process developed as a result of a 4-year, Institute of Education Sciences grant to develop, implement, and refine the First Step to Success program to extend its applicability to tertiary-level students with severe behavior. This research collaboration investigated the utility and feasibility of an enhancement to the classroom component of the First Step to Success intervention (Walker, 1998). The resulting enhancement, the First Step Classroom Check-up (First Step CCU), is largely based on the original work of Reinke, Lewis-Palmer, and Merrell (2008), and the framework of the Motivational Interviewing Navigation Guide (Lee et al., in press; Frey et al., 2013a), and relies heavily on the infusion of Motivational Interviewing practices (Miller & Rollnick, 2012). An open multiple-case-study design (Meyers, Truscott, Meyers, Varjas & Collins, 2007) supported an iterative process of pilot testing and refinement of the measurement protocols, training materials and implementation procedures (Hoagwood, 2001). Our examination focused on the classroom teacher’s use of the universal principles of positive behavior support: 1) Establish clear expectations; 2) Teach the expectations, 3) Reinforce expectations through positive feedback; 4) Minimize attention for minor inappropriate behaviors; and 5) establish clear consequences for unacceptable behavior (Golly, 2006). In particular, overall observations of teachers’ use of praise to help replace the systematic use of external reinforcers employed by the classroom component of First Step, demonstrated statistically significant increases from baseline averages (36.3 per hour) to post (62.3 per hour) intervention (F (1, 11) = 10.64, p = .008). Within overall praise, the category of Specific Praise rose to statistical significance and demonstrated a medium effect size (η_p² = .220). While the average occurrence of reprimands was reduced from 29.5 per hour at baseline to 19 per hour at post intervention, the decreases did not reach statistical significance. In addition, our interventionists’ ability to apply MI was measured using a slightly modified version of The Motivational Interviewing Treatment Integrity (MITI) code (Moyers, Martin, Manuel, Miller, & Ernst, 2007). Our interventionists were rated as competent across five global domains, and reached Beginning Proficiency in two or four summary measures of specific MI skill (Frey et al, 2013b). Overall positive responses in terms of the interventions social validity, and positive child outcomes provide support for future investigations of the intervention in school settings.