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The Behavior Education Support and Treatment (BEST) School Intervention Program: Pilot Project Data Examining Schoolwide, Targeted-School, and Targeted-Home Approaches

Dalhousie University, State University of New York at Buffalo, Dan.Waschbusch{at}Dal.Ca

William E. Pelham, Jr.

State University of New York at Buffalo

Greta Massetti

State University of New York at Buffalo

Northern Partners in Action for Children and Youth

As part of a pilot project, four elementary schools were randomly assigned to receive one of four interventions: (a) a schoolwide intervention that incorporated universal and targeted treatment, (b) a targeted-school intervention delivered to individual students in regular and special education classrooms, (c) a targeted-home intervention delivered in home and regular classroom settings, and (d) a control condition that did not receive a designated intervention. Results showed that the behavior of disruptive children in all schools improved during the course of the year, with some evidence that interventions provided complementary effects. These findings support the continued use of behavioral interventions in elementary schools and argue for interventions that combine different methods of delivering interventions.

Key Words: school intervention • disruptive behavior • home-intervention • treatment effects

Journal of Attention Disorders, Vol. 9, No. 1, 313-322 (2005)
DOI: 10.1177/1087054705279999


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