TY - JOUR
T1 - Maximizing student learning
T2 - The effects of a comprehensive school-based program for preventing problem behaviors
AU - Nelson, J. Ron
AU - Martella, Ronald M.
AU - Marchand-Martella, Nancy
PY - 2002
Y1 - 2002
N2 - This article offers an evaluation of a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors. The program consists of five main elements-a school-wide discipline program, one-to-one tutoring in reading, conflict resolution, a video-based family management program, and an individualized, function-based behavior intervention plan-that were developed through a consensus-building participatory process. Seven elementary schools in one district were studied for 2 years. Comparisons with the district’s remaining 28 elementary schools indicated strong positive effects on the number of formal disciplinary actions and academic performance of schools. In addition, comparisons between target students (those who exhibited disruptive behaviors) and criterion students (those who did not exhibit disruptive behaviors) indicated positive effects on the social adjustment and academic performance of the target students.
AB - This article offers an evaluation of a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors. The program consists of five main elements-a school-wide discipline program, one-to-one tutoring in reading, conflict resolution, a video-based family management program, and an individualized, function-based behavior intervention plan-that were developed through a consensus-building participatory process. Seven elementary schools in one district were studied for 2 years. Comparisons with the district’s remaining 28 elementary schools indicated strong positive effects on the number of formal disciplinary actions and academic performance of schools. In addition, comparisons between target students (those who exhibited disruptive behaviors) and criterion students (those who did not exhibit disruptive behaviors) indicated positive effects on the social adjustment and academic performance of the target students.
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U2 - 10.1177/10634266020100030201
DO - 10.1177/10634266020100030201
M3 - Article
AN - SCOPUS:0036731872
SN - 1063-4266
VL - 10
SP - 136
EP - 148
JO - Journal of Emotional and Behavioral Disorders
JF - Journal of Emotional and Behavioral Disorders
IS - 3
ER -