The importance of treatment integrity in school-based behavioral intervention.

AbstractThis article examines literature published since 1997 on functional behaviour assessment (FBA) and behaviour intervention plans (BIPs), involving school-based personnel, for children identified as having or being at risk of emotional/behavioural disorder (E/BD) in school settings. Of interest was the level of involvement of school-based personnel in the FBA and BIP processes, intervention efficacy, the social validity of assessment and intervention, and intervention treatment integrity. Results indicate that involvement of school-based personnel in all FBA processes and BIP design was not common practice. FBA-based BIPs were found to be effective in reducing problem behaviours targeted for change for the majority of student participants. Social validity and treatment integrity measures, when reported, were high. Issues of training and barriers to successful application are discussed.

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Treatment Integrity: An Essential—But Often Forgotten—Component of School-Based Interventions

Preventing School Failure Alternative Education for Children and Youth ◽

10.3200/psfl.48.3.36-43 ◽

2004 ◽

Vol 48 (3) ◽

pp. 36-43 ◽

Cited By ~ 77

Author(s):

Kathleen L. Lane ◽

Kathleen M. Bocian ◽

Donald L. MacMillan ◽

Frank M. Gresham

Keyword(s):

Treatment Integrity ◽

School Based ◽

School Based Interventions

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School-Based Cognitive Behavioral Intervention Program For Addressing Anxiety In 10- To 11-Year-Olds Using Short Classroom Activities: A Quasi-Experimental Study

10.21203/rs.3.rs-49225/v1 ◽

2020 ◽

Author(s):

Yuko Urao ◽

Michiko Yoshida ◽

Yasunori Sato ◽

Eiji Shimizu

Keyword(s):

Behavioral Intervention ◽

Outcome Measure ◽

Intervention Group ◽

Cognitive Behavioral ◽

Control Group ◽

Cognitive Behavioral Intervention ◽

Classroom Activities ◽

School Based ◽

Children’S Anxiety

Abstract Background: Several school-based cognitive behavioral intervention programs have been developed to prevent and improve children’s anxiety disorders. Most programs require a duration of more than 10 hours for completion. We developed a cognitive behavioral program called “Journey of the Brave.” The study aimed to examine the effectiveness of the brief version of the program among 10- to 11-year-old children using 20-minute short classroom activities. Methods: A total of 90 children were divided into two groups (the intervention group, n=31 and the control group, n=59). The control group did not attend any program sessions and followed the regular school curriculum. We conducted fourteen weekly program sessions and assessed children at pre-intervention, post-intervention, and at 2-month follow-up (6 months after the start). The primary outcome measure was children’s anxiety symptoms, measured using the Spence Children’s Anxiety Scale (SCAS), and the secondary outcome measure was behavior problems, measured using the Strengths and Difficulties Questionnaire (SDQ).Results: A statistically significant reduction in the SCAS score in the intervention group was found at 2-month follow up compared with the control group. Significant reduction was also observed in the SDQ score. Conclusions: Our study suggested that this “Journey of the Brave” program, which requires only 5 hours using short classroom activities, demonstrated a similar effectiveness as the previous programs, which required over 10 hours.Trial registration: UMIN, UMIN000009021, Registered 10 March 2012, https://upload.umin.ac.jp/cgi-open-bin/icdr/ctr_view.cgi?recptno=R000010575

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