The main purpose of this project was to develop a teacher run, behaviorally based meeting system to foster teacher data-based decision-making when targeting either academic and/or behavioral problems in either general or special education. The goal was for this meeting system to survive after the experimenter left the setting. The original study took place over a two-year period in a Midwest public middle school serving 600 students. This meeting system was based on a meeting manual, consisting of scripted meeting agendas developed to guide teachers through the meeting process. In order to analyze the effect of the meeting manual on the percentage of data-based decision making and team meeting behaviors displayed during team meetings (i.e., meeting tasks), a reversal ABA'B design was implemented. The percentage of applicable meeting tasks completed increased from an average of 13% during baseline, to 81% with manual implementation. Manual withdrawal was associated with applicable meeting task completion decreasing to an average of 54%, and increasing back to 79% with manual re-implementation. Follow-up observations up to four years after the experimenter left the setting revealed continued implementation of the meeting manual and applicable meeting tasks completed to average 80%, despite a change in the school's principal, vice principal, and psychologist during this period.
|Advisor:||Miller, L. Keith|
|School:||University of Kansas|
|Department:||Applied Behavioral Science|
|School Location:||United States -- Kansas|
|Source:||DAI-B 68/11, Dissertation Abstracts International|
|Subjects:||Behaviorial sciences, Educational psychology|
|Keywords:||Behaviorally based, Meeting system, Meetings, Prereferral, Program survival, School, Script, Survival, Teachers|
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