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CREST | Research
IES awards College researchers $4.8 million/5 years to create a new doctoral training program for educational scientists
CIRGE | Research
CIRGE has been busy: its 5-Years Out study drew wide attention and it has hosted three int'l workshops on PhD education...
Research
Projects
Project Title: BEACONS (Behavior and Emotional Assessment and Curriculum on the Needs of Students)
COE Investigator: Douglas A. Cheney, Scott A. Stage
Collaborating Investigators: Charles Munat, Technology Coordinator, Erika Blood, Project Coordinator
Funding Source: US Department of Education, Washington’s Office of the Superintendent of Public Instruction, Office of Special Education
Start/End Dates: September 1998 – September 2008
This project began as a demonstration of the Positive Behavior Support (PBS) model in 4 elementary schools. The primary goal was to implement structures and strategies to meet the educational needs of children with or at risk of emotional/behavioral disabilities. BEACONS paid close attention to the goals established by Washington State’s Task Force on Behavioral Disabilities to develop a system of coordinated care; expand professional development for all involved; and evaluate progress of students, schools, and communities. The report of the Task Force on Behavioral Disabilities may be found on the OSPI website under special education resources (www.k12.wa.us/SpecialEd/publications.aspx). From 2003-2007, the BEACONS Project expanded to an additional 20 schools) The project worked on three primary training goals with these schools: (a) implementation of schoolwide PBS practices (b) implementation of targeted group interventions for students at risk of school failure, and (c) implementation of intensive, individualized programs for students with serious behavior problems. Project evaluation was completed through multiple measures that assessed schoolwide, group and individual level changes. In addition, the project team has done extensive work on its website and all findings are posted on beaconsproject.org. The general findings were: (a) schools improved significantly on their PBS practices, (b) PBS improvements were documented across multiple measures, (c) student discipline data were reported to be below the national norm when referenced as number of office discipline referrals per 100 students per day, and (d) students in the targeted group interventions improved on their social behavior across time and decreased their problem behavior across time on the teacher rating scale of the Social Skills Rating System. For specific findings or more detail about this project, please visit the website.
Recent related publications
Walker, B., Cheney, D., Stage, S., & Blum, C. (2005). Schoolwide screening and positive behavior support: Identifying and supporting students at risk of school failure. Journal of Positive Behavior Interventions, 7, 194-204.
Cheney, D., Blum, C., & Walker, B. (2004). An analysis of leadership teams' perceptions of positive behavior support and the outcomes of typically developing and at-risk students in their schools, Assessment for Effective Intervention, 30, 7-24.
Projects
