USING SELF-MANAGEMENT WITH PARENTAL INVOLVEMENT AS A TIER-3 INTERVENTION Ashley Lower, B.S., Richard Young, Ph.D., Leslie Williams, Ed.S., Lynnette Christensen, M.S., Paul Caldarella, Ph.D.

STUDY PURPOSE AND QUESTION Purpose: To evaluate the effectiveness of three tiers of intervention on increasing the total engagement and decreasing the disruptive behaviors of two elementary school students. Research Question: Does a Tier-3 peer-matching self-management intervention improve the behavior of students with classroom behavioral problems, when Tier-1 and Tier-2 interventions were not effective?

CW-FIT GAME (TIER-1) Prior to implementation: · Teachers were trained in how to use the CW-FIT game · Teachers taught four 15 minute lessons to introduce each skill used in the CW-FIT game to their class Daily Procedure: · Teacher gave a brief reminder of the skills to the class · Teacher announced the goal for the day as well as the reward · The teacher proceeded with regular instruction during the game · Every time the timer went off, the teacher gave points to each team that was using the skills, and praised or gave feedback to each team · All teams who earned the points by the end of the game were given the reward just following the game (Wills et al., 2010)

SELF-MANAGEMENT INTERVENTION · Student obtained self-management card while peer obtained MotivAider · Student and peer reviewed goals, and peer started the MotivAider · Each time the MotivAider vibrated: · Peer prompted student to mark the card · Peer marked the card and matched with the student · Peer praised/encouraged the student · Peer marked the points earned on the card · End of the session: Teacher checked the card, praised the student, and delivered their reward · At school: Teacher ed the parents their child’s daily performance and points earned · At hone: Parents praised their child’s positive behavior, gave them a home reward, and sent a message back to the teacher with information regarding the parent/child interaction

METHODS Participants: Two male students (Shane, a third grader and Ricardo, a fourth grader) were recruited from a local elementary school. The mother, the teacher and one peer from each class were involved in this study. Shane was a third-grade education student with disruptive and acting out behaviors Ricardo was a fourth-grade special education student with characteristics of an individual on the Autism Spectrum. He exhibited high rates of off-task and disruptive behaviors One peer from each class The teacher from each classroom The mothers of both Shane and Ricardo Classrooms: Two general education classrooms (one third grade and one fourth grade) where the CW-FIT game was already being implemented. Independent Variable: Peer-Matching Self-Management Intervention Dependent Variables: Percent of Engagement and Frequency of Disruptions Experimental Design: Single-Subject Reversal Design with modifications

Shane Ricardo MOOSES DATA

SELF-MANAGEMENT CARD

TREATMENT FIDELITY

RESULTS CW-FIT (Tier-1 phase) resulted in some behavioral improvement Self-Recording (Tier-2 phase) showed no improvement Peer-Matching Self-Management Intervention (Tier-3 phase) resulted in significant improvement for Shane, but marginal improvement for Ricardo Treatment Fidelity was excellent for Shane, problematic for Ricardo Social Validity data: All participants: Enjoyed the intervention and found it helpful for the students Students: Enjoyed matching with their peer and earning rewards Parent 1: Loved the program Parent 2: Felt the program helped her stay on-task and realize the importance of giving quality attention

DISCUSSION CW-FIT was effective for the majority of students in both classes Self-Recording phase benefited some students needing extra support Self-Recording phase did not benefit Shane and Ricardo Self-Management was effective when used with fidelity (Shane) Self-Management was not effective without fidelity (Ricardo) Self-Management was effective with school psychologist (Ricardo)