Date of Award
5-1996
Culminating Project Type
Thesis
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
Marc A Markell
Second Advisor
James Lewis
Third Advisor
Jana Preble
Keywords and Subject Headings
Evaluation, Student Behavior, Elementary, Planning Center, Intervention, Cognitive Behavior Therapy
Abstract
The Behavior Planning Center (BPC) is a behavioral intervention used in a rural Minnesota school district. The program was designed to allow students a productive and meaningful way to evaluate their behavior and plan for more successful behavioral choices in the future. The program has been in operation since 1993. The purpose of this study was to examine the data from the intermediate elementary level program for the 1994-95 school year, represented by approximately 700 behavioral visits. Students were classified in one of the following three groups: General Education, Emotional/Behavior Disordered (EBO), and Other Special Education. Results were also investigated by total BPC population.
Results indicated that students in general education used the most number of minutes overall. Students with emotional/behavioral disorders used the most BPC time based on the percentage of students with EBO per total population. Most visits for all students were under 30 minutes. For the total BPC population, the number of visits and total amount of minutes in the BPC increased as the year progressed.
Student responses on behavior processing worksheets indicated that students in general education wrote their own plan 51 % of the time. Other students in special education wrote their own responses 1 % of the time, and students with emotional/behavioral disorders wrote their responses 21 % of the time.
Attempts at restitution were low and when attempted they were usually a commitment to do better, which is not true restitution. Of the available data, most students in special education were referred to the BPC for inappropriate language. Students in general education were referred for willful disruptions/silliness most often. The most commonly used prior teacher intervention was a warning, according to referral sheets.
The fourth-grade male students had the most visits and fifth-grade male students used it the second most often. The fourth-grade female students had the least number of visits. Ninety-one percent of the visits were made by male students and 9% of the visits were made by female students.
Recommended Citation
Schumann, Brenda A., "Behavior Planning Center Evaluation" (1996). Culminating Projects in Special Education. 194.
https://repository.stcloudstate.edu/sped_etds/194
