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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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The School-Wide Academic and Behavioral Competencies Program

William E. Pelham, University at Buffalo-State University of New York
Greta M. Massetti, University at Buffalo-State University of New York
Daniel A. Waschbusch, University at Buffalo-State University of New York

Abstract: The Academic and Behavioral Competencies Program (ABC) is a school-wide intervention designed to address social and behavioral competencies. The ABC program includes classroom and school-wide programs that are implemented by trained teachers (e.g., school-wide rules, time out, behavior honor roll) as well as programs for enhancing peer relationships (social skills training, peer tutoring, peer mediation, and after-school programs) and parent-child relationships (parent training). The ABC program is being evaluated as part of the Social and Character Development (SACD) program of the IES in 15 elementary schools in Buffalo, NY, including seven that were randomly assigned to the intervention condition and eight that were randomly assigned to the comparison condition. One cohort of students is being followed from first through third grades and a second cohort is being followed from third through fifth grades. Measures include parent, teacher, and self-report ratings of child behavior; school records of academics and discipline; and ratings of school climate. The purposes of the project are to: a) evaluate the effects of the ABC program on children's social and behavioral development; b) determine the effects of the ABC program on different cohorts of children, and evaluate the effectiveness of multi-year versus single-year implementation; c) evaluate teachers' fidelity in implementing the ABC program, and determine the role of teacher fidelity on the intervention effects; and d) examine the role of severe behavior problems in response to the ABC program and in school-wide referral systems. It is hypothesized that the ABC program will change teacher practices and have significant, positive impacts on children in the intervention schools.