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Abstract
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VioLit summary:
OBJECTIVE:
The intent of this article by LeVine et al. was to describe and evaluate a co-joint, operant model for assisting adolescents with profound behavioral disorders.
METHODOLOGY:
The authors employed a quasi-experimental design with a pre- and post-test using the Burks' Behavior Rating Scale (Burks 1969). The survey was completed by the teacher, psychologist, and parents for each of the eight children in the co-joint model classroom. The surveys were completed when the students entered the program and when they were mainstreamed back into traditional classroom settings (or at the end of the academic year). In addition, students completed a Q-Sort at the beginning and end of their stay in the classroom, designed to measure students attitudes toward themselves and toward school. Students were admitted to the program on the basis of their inability to function in a traditional classroom environment after all other alternative placements had been exhausted. They also met at least one of the following criteria: 1) needed a sheltered environment; 2) demonstrated school phobia; 3) exhibited behavior incompatible with peers; and 4) unable to adapt to traditional school routine, with deviant behavior as the resultant effect. The classroom was staffed with a full-time instructor, full-time psychologist and full-time aide. The teacher's role was to provide conditional operant therapy by administering rewards and punishments for behavior, while the psychologist provided unconditional operant therapy by encouraging the expansion of students behavioral repertoire.
FINDINGS/DISCUSSION:
By the end of their stay the staff ranked 50 behaviors among the children as highly significant indicators of disorders, a decrease from the 73 behaviors that were identified upon the children's introduction to the class. Parents' responses to very significant indicators dropped from 45 to 35. The Q-Sort also reflected positive changes in students attitudes toward themselves and school, with a drop in their negative responses from 16 to 6. In personal interviews parents also identified positive behavioral changes at home.
AUTHORS' RECOMMENDATIONS:
The co-joint operational model was successful, the authors claimed, because the unconditional therapy provided by the psychologist occurred within the classroom setting rather than in a private office removed from the context of the learning environment. They therefore suggested an increase in the implementation of co-joint models.
(CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)
KW - Treatment Program
KW - Juvenile Behavior
KW - Juvenile Problem Behavior
KW - Behavior Treatment
KW - Behaviorally Disturbed Juvenile
KW - School Based
KW - Mental Health Program
KW - Behavior Modification
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KW - Mental Health Personnel
KW - Program Evaluation
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