Translating Research into Effective Practice: The Effects of a Universal Staff and Student Intervention on Key Indicators of School Safety and Discipline

• NCJ Number: 183123
• Author(s): Jeffrey Sprague Ph.D.; Hill Walker Ph.D.; Annemieke Golly Ph.D.; Kathy White M.S.; Dale Myers M.S.; Tad Shannon M.S.
• Date Published: 1999
• Length: 24 pages
• Grant Number(s): 97-JN-FX-0022
• Sponsoring Agency: Office of Juvenile Justice and Delinquency Prevention (OJJDP)
• Sale Source: Office of Juvenile Justice and Delinquency Prevention (OJJDP); NCJRS Photocopy Services
• Publication Format: Document
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This paper discusses the effects of a universal intervention package designed to improve the safety and social behavior of students in elementary and middle schools.

Abstract

Nine treatment and six no-intervention elementary and middle schools in three communities participated in a 1-year study of how to assist schools in providing more effective educational services, behavioral supports and social-behavioral skills teaching. Comparison schools were not restricted in their use of any interventions but did not receive systematic technical assistance and training or databased feedback on their performance. Treatment schools generally showed greater reductions in office discipline referrals. Perceptions of school safety were no different across the schools. In a focus group interview across some treatment and comparison schools, treatment school personnel generally reported improved operation of their schools and motivation to continue with the intervention. Comparison schools cited school-wide intervention and technical assistance as a top need . Tables, references