MH OUTCOMES OF PBIS WHOLE SCHOOL INTERVENTIONS

PBIS 全校干预的 MH 结果

• 批准号: 6727125
• 负责人: PHILIP J LEAF
• 金额: $ 71.84万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-12-01 至 2008-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6727125
• 关键词: academic achievement; age difference; aggression; behavior modification; behavior therapy; behavioral /social science research tag; child mental health service; clinical research; elementary school; gender difference; human subject; human therapy evaluation; mental health; middle childhood (6-11); patient oriented research; psychological concentration; social behavior; socioeconomics

DESCRIPTION (provided by applicant): Research has shown that many elementary school children exhibit disruptive and aggressive behavior and that such behaviors are related to subsequent mental disorders and school failure. Educators and others working in schools have developed and implemented whole school interventions designed to decrease such behavior. Although many of these interventions are based on well-documented behavioral management practices, they have not been evaluated using the same outcome measures and rigorous research designs as interventions developed through NIMH funding sources. The Johns Hopkins University (JHU), the Maryland State Department of Education (MSDE), and Sheppard Pratt Health System (SPHS) and local school districts in Maryland have developed a partnership to study the effectiveness of the Positive Behavioral Interventions and Support (PBIS) strategy on reducing disruptive and aggressive behavior. PBIS is one of the most widely used whole school interventions designed to decrease disruptive and aggressive behavior. Specific aims for this project include: Aim 1. To determine if students in elementary schools randomized to the PBIS intervention are less likely to exhibit behavioral or emotional problems than students in schools randomized to the standard practice condition, and Aim 2. To identify other factors that affect the level of behavioral or emotional problems in school. PBIS training began in summer of 2002 with implementation in Fall 2002 for treatment schools in a first group of 24 schools. A second group of 28 schools will be recruited in spring 2003 and will be trained in summer 2003. Prior to training, schools will be stratified by school district, matched for similar demographic characteristics, and randomly assigned into one of two conditions: (1) training and implementation of PBIS (n=28), or (2) no training or implementation of PBIS (n=24). With preexisting funds, baseline assessments for all group 1 schools are underway. Each year of the study data will be collected: (a) teacher ratings of student classroom behavior and need for mental health services, (b) student ratings of school climate, (c) independent observations of student behaviors; (d) school characteristics and organizational climate, (e) implementation of the PBIS strategy, and (f) school records academic functioning and disciplinary and service referrals.

描述（由申请人提供）：研究表明，许多小学生表现出破坏性和攻击性行为，并且这些行为与随后的精神障碍和学业失败有关。教育工作者和其他学校工作人员已经制定并实施了旨在减少此类行为的全校干预措施。尽管其中许多干预措施都是基于有据可查的行为管理实践，但尚未使用与 NIMH 资金来源开发的干预措施相同的结果衡量标准和严格的研究设计来评估它们。约翰·霍普金斯大学 (JHU)、马里兰州教育部 (MSDE) 和 Sheppard Pratt 健康系统 (SPHS) 以及马里兰州当地学区建立了合作伙伴关系，以研究积极行为干预和支持 (PBIS) 的有效性减少破坏性和攻击性行为的策略。 PBIS 是最广泛使用的全校干预措施之一，旨在减少破坏性和攻击性行为。该项目的具体目标包括： 目标 1. 确定随机接受 PBIS 干预的小学学生是否比随机接受标准练习条件的学校学生表现出行为或情绪问题的可能性更小，以及 目标 2. 确定影响学校行为或情绪问题水平的其他因素。 PBIS 培训于 2002 年夏季开始，并于 2002 年秋季在第一批 24 所学校的治疗学校中实施。第二批 28 所学校将于 2003 年春季招募，并于 2003 年夏季接受培训。在培训之前，学校将按学区分层，匹配相似的人口特征，并随机分配到以下两种情况之一：(1)培训和实施 PBIS (n=28)，或 (2) 未培训或实施 PBIS (n=24)。利用现有资金，所有第一组学校的基线评估正在进行中。每年的研究数据将收集：(a) 教师对学生课堂行为和心理健康服务需求的评分，(b) 学生对学校氛围的评分，(c) 对学生行为的独立观察； (d) 学校特色和组织氛围，(e) PBIS 战略的实施，以及 (f) 学校记录学术运作以及纪律和服务转介。