Structured Peer Observation and Targeted Training to Increase Consistency of Classroom Practices in a Self-Contained School for Students with Emotional and Behavioral Disorders

ABSTRACT

Consistency, predictability, and structure have been identified as key components of recommended supports for students with Emotional and Behavioral Disorders (EBD). This study describes an intervention implemented during behavioral school consultation aimed at increasing consistency in the use of classroom practices by teacher and paraprofessional participants in a self-contained school for students with EBD. A classroom observation form was developed with school personnel to measure key classroom practices, and participants then used this form to conduct structured peer observations in each other’s classes. This was followed by a single training targeting the practices that were least consistently used across classes during preceding phases of the intervention. Peer observations increased the consistency of the use of measured practices across classes, including the proper use of the school’s reward point system. The targeted training further increased the use of the least consistently used practices. These changes were maintained up to two months after the end of intervention. Data from the district’s Student Climate Survey were analyzed to evaluate the effects of the intervention from the perspectives of students. The benefits of targeting consultee observational skills as a goal during behavioral school consultation are discussed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data reported in this paper are available upon request from the corresponding author. The data are not publicly available due to their containing information that could compromise the privacy of research participants.

Ethics approval statement

The research described in this paper was conducted under the approval of the authors’ Institutional Review Board and from the school district in which the work was conducted.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Chiara Ferrari

Chiara Ferrari is a Ph.D. student at the University of Nevada, Reno. She holds titles as a Board Certified and Licensed Behavior Analyst, specializing in providing behavioral consultative services to students with emotional and behavioral needs within school settings. Currently, she serves as the Assistant Director of a behavioral school consultation organization in Nevada.

Matthew Lewon

Matthew Lewon is an Assistant Professor in the University of Nevada, Reno’s Behavior Analysis Program in the Department of Psychology. He is a Board Certified and Licensed Behavior Analyst and provides school behavioral consultation training opportunities for graduate students. He also conducts basic research on the role of context in learning and memory.

Neal Falletta-Cowden

Neal Falletta-Cowden is a Ph.D. student at the University of Nevada, Reno and his research has largely focused on applied areas within the field of behavioral science such as cooperation, political polarization, and AI-human interaction.