Behavioral Intervention in Public Schools - 1 Short-Term Results (From School Programs for Disruptive Adolescents, P 195-199, 1982, by Daniel J Safer - See NCJ-97299)

• NCJ Number: 97246
• Author(s): J Filipczak; J S Wodarski
• Date Published: 1982
• Length: 5 pages
• Sale Source: University Park Press
• Publication Type: Program/Project Evaluation
• Language: English
• Country: United States of America

Annotation

This chapter discusses the Preparation through Responsive Educational Programs (PREP) implemented for disruptive and alienated students in Maryland's suburban, urban, and rural secondary schools from 1971 through 1976.

Abstract

The major components of PREP include academic training, social skills training, parenting skills training, and teacher training. PREP uses a reinforcement (contingency management) system for students and an incentive emphasis for parents and teachers. Program evaluation, consisted of such measures as suspensions, grades, office referrals, attendance, achievement, and delinquency. Initially, the most uniform and large-scale gains in PREP were in the academic skill areas; however, these findings were not maintained across all years, particularly at the urban sites. Although consistently positive academic findings were not found, academic skill treatment groups generally outperformed nontreatment groups, often at statistically significant levels. Moreover, school attendance improved. After the first 3 program years, significant differences in favor of PREP students were found for 2 consecutive years in both the rural and urban settings. Additionally, with respect to student grades, the overall results across years and sites did not favor treated groups in every instance. Finally, the most encouraging trend in results occurred in social behavior. PREP apparently helps students in short-term improvement of their home, school, and community behavior. Three references and one table are included. For an evaluation of the program's long-term effects, see NCJ 97247.