TY - JOUR
T1 - Effects of team-initiated problem solving on decision making by schoolwide behavior support teams
AU - Todd, Anne W.
AU - Horner, Robert H.
AU - Newton, J. Stephen
AU - Algozzine, Robert F.
AU - Algozzine, Kate M.
AU - Frank, Jennifer L.
N1 - Funding Information:
Received 05/07/2010; revised 09/10/2010; accepted 09/13/2010. Preparation of this article was supported by Grant R324A070226 from the Institute of Education Sciences, U.S. Department of Education. The opinions expressed herein are those of the authors, and no official endorsement should be inferred. Address correspondence to Robert H. Horner, Educational and Community Support, 1235 University of Oregon, Eugene, OR 97403, USA. E-mail: [email protected]
PY - 2011/1
Y1 - 2011/1
N2 - The authors examined the problem-solving practices of school teams engaged in implementing and improving schoolwide behavior support implementation. A multiple baseline design across 4 elementary school teams was used to assess the effects of the Team-Initiated Problem Solving (TIPS) training program (1 day of team training plus 2 coached meetings). A direct observation data collection protocol-Decision Observation, Recording, and Analysis-was used to index if teams followed "meeting foundations" practices for effective problem solving (e.g., predictable agenda, stable participants, clear roles for facilitator, minute taker, data analyst) and "thorough problem solving" practices for building interventions (e.g., problem definition, use of data, solution development, action planning). Direct observation results indicate that 3 of the 4 teams demonstrated improved meeting foundations and problem-solving skills after TIPS training. The fourth team also performed well, but documented baseline patterns that were either at optimum levels (meeting foundations) or with an increasing trend (problem solving) that prevented demonstration of an intervention effect.
AB - The authors examined the problem-solving practices of school teams engaged in implementing and improving schoolwide behavior support implementation. A multiple baseline design across 4 elementary school teams was used to assess the effects of the Team-Initiated Problem Solving (TIPS) training program (1 day of team training plus 2 coached meetings). A direct observation data collection protocol-Decision Observation, Recording, and Analysis-was used to index if teams followed "meeting foundations" practices for effective problem solving (e.g., predictable agenda, stable participants, clear roles for facilitator, minute taker, data analyst) and "thorough problem solving" practices for building interventions (e.g., problem definition, use of data, solution development, action planning). Direct observation results indicate that 3 of the 4 teams demonstrated improved meeting foundations and problem-solving skills after TIPS training. The fourth team also performed well, but documented baseline patterns that were either at optimum levels (meeting foundations) or with an increasing trend (problem solving) that prevented demonstration of an intervention effect.
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U2 - 10.1080/15377903.2011.540510
DO - 10.1080/15377903.2011.540510
M3 - Article
AN - SCOPUS:79951972329
SN - 1537-7903
VL - 27
SP - 42
EP - 59
JO - Journal of Applied School Psychology
JF - Journal of Applied School Psychology
IS - 1
ER -