Program Evaluation of CHAMPS- School-Wide Positive Behavioral Interventions and Supports (PBIS) at a Therapeutic School

Rotem Dayan, Pace University

Abstract

The contemporary approach of teaching adaptive behavior in educational settings is called Positive Behavioral Interventions and Supports (PBIS). School professionals expect an 80% response rate based on previous research of the PBIS framework studied in public schools using a mixed population of special education and typical students (Colvin, Kame'enui, & Sugai, 1993; Lewis, Sugai, & Colvin, 1998; Sprague et al., 2001). Limited research is available on the effectiveness of PBIS in non-public school settings, or with specific special education student populations. This study reviewed the efficacy of PBIS CHAMPS (Sprick, 2012) at a therapeutic school to determine whether a response to intervention rate similar to what has been reported with other student populations would be achieved. More specifically, students' gender and therapeutic treatment setting (non-residential vs. residential) were examined in relation to the frequency of incidents (out-of-program and aggression) and restraints prior to and during the 1st year of implementation of PBIS CHAMPS. Participants included 108 students in a therapeutic school in a suburban setting. There were 84 males and 24 females, of which 50 students were in the residential and 58 students were in the non-residential treatment setting. This was a quasi-experimental study utilizing an existing database. Results revealed that the frequency of incidents during the first year of CHAMPS implementation was significantly lower (p = .015) than the frequency of incidents a year before CHAMPS implementation. Results revealed that the change in frequency of incidents at the therapeutic school decreased significantly (p=.017), for students in residential treatment. Females in the residential treatment program were most likely to respond (p=.053) to PBIS CHAMPS as measured by the larger change in frequency of incidents. There were no significant decreases observed in the rate of restraints. CHAMPS was found to be a partially effective PBIS framework for students, particularly for female students in a NYS suburban residential therapeutic setting. The findings emphasize the importance of examining differences in how students respond to PBIS Tier One interventions based on their gender and treatment setting.^

Subject Area

Psychology, General

Recommended Citation

Rotem Dayan, "Program Evaluation of CHAMPS- School-Wide Positive Behavioral Interventions and Supports (PBIS) at a Therapeutic School" (January 1, 2013). ETD Collection for Pace University. Paper AAI3579966.
http://digitalcommons.pace.edu/dissertations/AAI3579966

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