Replication of the First Step to Success Model: A Multiple-Case Study of Implementation Effectiveness

Abstract

The First Step to Success program was implemented with 22 kindergartners who showed early signs of developing antisocial behaviors, and it was completed by 16 of the children. All 16 children showed significantly increased levels of academic engaged time after completing the program, with follow-up levels generally maintained at acceptable levels. Overall behavioral improvement, as measured by the Child Behavior Checklist (CBCL), was significant but variable. The improvement shown on the CBCL by the first cohort of 6 students failed to maintain to the 1-year follow up. Teacher and parent perceptions of effectiveness were generally positive with several exceptions. The authors discuss evidence pointing to possible factors that influenced the program's effectiveness.

Views of Teachers, Parents, and Counselors toward the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in Preventing Antisocial Behaviors

“…Diken and Rutherford (2005) also indicated that teachers and parents had positive feedback about the effects of the program on children, noting positive changes in terms of undesired behaviors and high satisfaction with the program among teachers. In another study, Overton et al (2002) similarly observed positive behavior changes in the target children such as controlling behaviors, calmness, and being patient, getting on well with peers after the program, and that they were happy with the program.…”

“…In a study conducted by , teachers indicated that they had observed positive changes both in their own behaviors and in the behaviors of other students after the implementation of the program. The interviews conducted by Overton et al (2002) with the teachers after the implementation of the intervention program revealed that the teachers learned positive teaching strategies thanks to the program; they became more patient toward children, limited children less, reinforced positive behaviors, and developed good communication skills with children. In other studies about the program it was found that it had promoted a positive change in teachers' own behaviors, and through this, the interaction(s) between the teacher, the target student, and other students developed in a positive way, and the teacher applied positive teaching approaches more frequently (Diken & Rutherford, 2005;Golly et al, 2000;Overton et al, 2002;Özdemir, 2011;Walker, Kavanagh, et al, 1998).…”

“…Most of the studies that were reviewed were conducted through single subject (Beard & Sugai, 2004;Golly et al, 2000;Lien-Thorne & Kamps, 2005;Özdemir, 2011;Rodriguez, Sheldon, Loman, & Horner, 2009;Russell-Carter & Horner, 2007Sprague & Perkins, 2009) and experimental research designs Diken et al, 2010;Seeley et al, 2009;Sumi et al, 2012;Walker et al, 2009;Walker, Kavanagh, et al, 1998). However, a number of the studies using qualitative data collection techniques and describing the views of people who have a key role in the application of the program, including program counselors, teachers, and family, are limited (Diken & Rutherford, 2005;Overton, McKenzie, King, & Osborne, 2002).…”

Antisosyal Davranışları Önlemeye Yönelik Başarıya İlk Adım Erken Eğitim Programının Etkililiği ile İlgili Yapılan Bilimsel Çalışmaların İncelenmesi

“…Başka bir deyişle, bireyin başlangıçta içerisinde bulunduğu çevreye uyum sağlamada yaşadığı birtakım antisosyal davranışlar zamanla okulu terk etme, okuldan kaçma, şiddete yönelme, hırsızlık, uyuşturucu ve ilaç kullanımı gibi sonradan müdahale edilmesi zor olan ve iyileştirilmesi uzun zaman alan kalıcı davranış problemlerine dönüşebilmektedir (Beard ve Sugai, 2004;Diken ve diğ., 2008;Overton, McKenzie, King ve Osbourne, 2002;Sprague ve Perkins, 2009). Buna ek olarak, bu konuda sayısız bilimsel çalışmalar gerçekleştiren araştırmacılar antisosyal davranış sergileyen çocukların uygun eğitim almadıkları durumlarda bu çocukların problemlerinin ergenlik yıllarına, hatta bireyin yetişkinlik yıllarına da yansıyacağını ve toplumda istenmeyen bireyler olabileceklerini vurgulamaktadırlar Walker, Kavanagh ve diğ.,, 1998;Walker ve diğ., 2009).…”

Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges.

“…Step to Success early intervention program was initially developed in 1992 and has been extensively evaluated using multiple research designs, including single subject (Carter, & Homer, 2007, 2009Golly, Sprague, Walker, Beard, & Gorham, 2000;Overton, McKenzie, King, & Osborne, 2002;Sprague, & Perkins, 2009), longitudinal (Nelson et aI., 2009;Walker et aI., 1998), quasi-experimental (Diken, & Rutherford, 2005;, and experimental (Walker et aI., 2005;Walker et aI., 2009). These evaluations have demonstrated strong, positive classroom effects across the majority of the at-risk primary level elementary school children with moderate or emerging behavioral disorders that were treated.…”