Classroom Behavior Support (CBS) Project

Using the Student Behavior-Teacher Response (SBTR) observation system, each student rule violation is tallied using a frequency count procedure. Following each rule violation, teacher responses are coded. Investigators calculate a percent appropriate response for each observation. Scores range from 0% to 100%; higher scores represent better response. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

Once the target student is identified and consented (typically 2 months after the start of school), target student behaviors are observed using the Using the Student Behavior-Teacher Response (SBTR) observation system. Each target student rule violation is tallied using a frequency count procedure. Following each rule violation, teacher responses are coded. Investigators calculate a percent appropriate response for each observation. Scores range from 0% to 100%; higher scores represent better response. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

Using the Student Behavior-Teacher Response (SBTR) observation system, each student rule violation is tallied using a frequency count procedure. Using the observation duration, investigators calculate a rate per hour. Scores range from 0 to any upper limit; higher numbers represent more classwide rule violations per hour. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

Using the Student Behavior-Teacher Response (SBTR) observation system, target student rule violations are tallied using a frequency count procedure. Using the observation duration, investigators calculate a rate per hour. Scores range from 0 to any upper limit; higher numbers represent more target student rule violations per hour. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

Using the Student Behavior-Teacher Response (SBTR) observation system, each instance of praise (labeled and unlabeled) is tallied using a frequency count procedure. Using the observation duration, investigators calculate a rate of praise per hour. Scores range from 0 to any upper limit; higher numbers represent more teacher praise statements per hour. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

Using the Student Behavior-Teacher Response (SBTR) observation system, each instance of praise (labeled and unlabeled) directed at the target student is tallied using a frequency count procedure. Using the observation duration, investigators calculate a rate of praise per hour. Scores range from 0 to any upper limit; higher numbers represent more teacher praise statements made to the target student per hour. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

Using the Student Behavior-Teacher Response (SBTR) observation system, each Opportunity to Respond (OTR; a question asked to a group of children that facilitates engaged attention) is tallied using a frequency count procedure. Using the observation duration, investigators calculate a rate of OTRs per hour. Scores range from 0 to any upper limit; higher numbers represent more teacher use of OTRs per hour. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

Teachers complete the Academic Performance Rating Scale (APRS) on target students at baseline and on a monthly basis following the launch of the Tier 2 intervention. The APRS is a 19-item scale comprised of two subscales assessing children's' Academic Success (i.e., academic achievement) and Academic Productivity (i.e., day-to-day performance).

Teachers complete the Strengths and Difficulties Questionnaire (SDQ) on target students at baseline and on a monthly basis following the launch of the Tier 2 . The SDQ is a 25 item behavioral screening questionnaire that includes subscales assessing conduct problems and hyperactivity/inattention. Items on each subscale range from 0 to 10; higher scores indicate more problematic behaviors.

Parents complete the Strengths and Difficulties Questionnaire (SDQ) on target students at baseline and at the end of the school year (fall and spring). The SDQ is a 25 item behavioral screening questionnaire that includes subscales assessing conduct problems and hyperactivity/inattention. Items on each subscale range from 0 to 10; higher scores indicate more problematic behaviors.

Teachers complete the ADHD Rating Scale-5 at baseline and at the end of the school year (fall and spring). The ADHD Rating Scale-5 assess the symptoms of ADHD as described in the DSM-5 (9 symptoms of inattention; 9 symptoms of Hyperactivity-Impulsivity) and associated impairments in functioning. Scores for each subscale range from 0 to 27; higher scores indicate more severe symptoms in that domain.

Parent complete the ADHD Rating Scale-5 at baseline and at the end of the school year (fall and spring). The ADHD Rating Scale-5 assess the symptoms of ADHD as described in the DSM-5 (9 symptoms of inattention; 9 symptoms of Hyperactivity-Impulsivity) and associated impairments in functioning. Scores for each subscale range from 0 to 27; higher scores indicate more severe symptoms in that domain.

Teachers complete four, 5-item Daily Behavior Ratings (DBR) on target students at baseline and on a monthly basis following the launch of the Tier 2 intervention. Teachers rate positive behaviors in two domains: Organizational Skills (5 items) and Engagement (5 items) and problem behaviors in two domains: Oppositional (5 items), and Disruptive (5 items) behavior. Scores range from 0 to 35. Higher scores on the positive domains indicate better organization skills and engagement. Higher scores on the negative domains indicate more sever problems in each area.

Investigators will collect quarterly grades during the intervention year and calculate a 4-point GPA using core academic subjects. Scores range from 0 to 4; higher scores indicate better academic achievement.

Among students whose parents given consent for us to track their child's GPA in the year following intervention, investigators will collect quarterly grades during the year following the intervention year and calculate a 4-point GPA using core academic subjects. Scores range from 0 to 4; higher scores indicate better academic achievement.