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Implementing iBESTT in Schools: Increasing Fidelity of Behavior Plans using Tablet Technology

Contact: Carol Davis

Core Function: Research and Evaluation; Technical Assistance and Outreach Training

This five year project is evaluating a behavioral support system for students with or at-risk for emotional behavioral disturbance, including children with developmental disabilities, who show challenging behavior in elementary and middle schools. During the first four years the project will develop training and implementation materials, then will test, evaluate, and refine these products using our tablet technology. In year five, the project will disseminate the products in additional schools to assess the implementation and sustainability of the tool and materials beyond the development schools. The project is developing the professional development materials required to use our tablet technology for behavior assessment and intervention supports in schools. Three schools will collaborate in the development of these materials during the first two project years within the context of behavior support teams. Each school team will consist of 4-6 school staff that have established models of intensive behavior support for students within the Response to Intervention framework at their schools. Team members include school administrators, psychologists, counselors, general education teachers, and special education teachers. Pilot testing and evaluation of these materials will occur with four new schools during project years three and four. Material revision will occur throughout these two phases. The fifth year of the project will involve implementation of the program to assess the sustainability of iBESTT in 10 dissemination schools. Participating schools across project years will come from urban and suburban settings. Severity of disability for students receiving behavior supports likely will range from mild to moderate. Proposed products will include iBESTT tool training and dissemination products, both written and web-based. Specifically, products will include a readiness assessment for schools considering the iBESTT tool for data collection, awareness training and orientation tutorials, manuals for using the iBESTT tool, staff training modules for new educators, online coaching in tool use and data collection, and web-based application for hosting and deploying electronic student support data. Proposed outcomes from the project will include assessment of team, teacher, student, and parent variables. Specific outcomes include: (a) improved fidelity of data collection for student behavior support plans; (b) increase in data-based decisions for student behavior support plans; (c) monitoring and evaluating of tablet use by teachers and staff; (d) improved student social behavior and academic performance, and (e) social validation of the project from teachers, students and families.


University of Washington • Center on Human Development and Disability Box 357920 • Seattle WA 98195-7920 USA • 206-543-7701 • chdd@uw.edu

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