Project Activities
Research plan
The proposed research was carried out across two phases. In phase 1, CBC procedures and behavioral strategies were iteratively developed and refined for middle school students with or at risk for serious ED. Focus groups were held with administrators, parents, and teachers and interviews were conducted with students to obtain feedback on the needs of middle school students, barriers and supports to implementation, technical assistance needs, and sustainability. CBC was revised on the basis of stakeholder feedback, extant research, and recommended procedures for middle school students. To test the usability of the revised CBC model, a small group of students and their parents and teachers participated in CBC and then provided feedback about its utility. CBC was then refined further on the basis of the usability test. In phase 2, the feasibility and promise of the modified CBC model was evaluated in a randomized controlled trial. Middle school students with disruptive, externalizing behaviors and with or are at risk for serious ED participated, along with their parents and teachers. Data from parents, teachers, and students were used to determine the feasibility and promise of CBC for improving students' behavioral, social, and academic outcomes. Analyses also examined impacts on student, parent, and teacher outcomes based on random assignment to the CBC condition or a business-as-usual (BAU) condition.
Career plan
Through a career development plan, the PI (1) extended his program of research to adolescence, (2) increased the efficiency and effectiveness of measurement and assessment plans, (3) refined his expertise in methodology and evaluation, and (4) developed IES grant proposals. To accomplish these goals, the PI engaged in meetings with mentors; directed readings; workshops, courses, and an intensive summer course in advanced statistical techniques; and grant-writing workshops.
Key outcomes
The main findings of this project, as reported by the principal investigator, are as follows:
- There were greater improvements in the CBC condition relative to the BAU condition on teacher-reported student interpersonal skills and the parent-teacher relationship and parent-reported competence in problem solving.
- Parents, teachers, and students reported improvements in the target behavior outcomes during CBC implementation.
- Parents, teachers, and students rated the intervention procedures favorably.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here and here.
Select Publications:
Garbacz, S. A., Witte, A. L., & Houck, S. (2017). Family engagement foundations: Supporting children and families. In M. D. Weist, S. A. Garbacz, K. L. Lane, & D. Kincaid (Eds.), Aligning and integrating family engagement in positive behavioral interventions and supports (PBIS): Concepts and strategies for families and schools in key contexts. Eugene, OR: University of Oregon.
Additional project information
Additional resources:
Middle Level Education Month: Celebrating the Early Adolescent Years (Inside IES Research Blog)
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
