Effects of team-initiated problem solving on decision making by schoolwide behavior support teams

Anne W. Todd, Robert H. Horner, J. Stephen Newton, Robert F. Algozzine, Kate M. Algozzine, Jennifer L. Frank

Research output: Contribution to journalArticle

26 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)42-59
Number of pages18
JournalJournal of Applied School Psychology
Volume27
Issue number1
DOIs
StatePublished - Jan 1 2011

Fingerprint

Decision Making
decision making
Observation
elementary school
recording
training program
Education
planning
trend
school

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Applied Psychology
  • Psychiatry and Mental health

Cite this

Todd, Anne W. ; Horner, Robert H. ; Newton, J. Stephen ; Algozzine, Robert F. ; Algozzine, Kate M. ; Frank, Jennifer L. / Effects of team-initiated problem solving on decision making by schoolwide behavior support teams. In: Journal of Applied School Psychology. 2011 ; Vol. 27, No. 1. pp. 42-59.
@article{3fd9c7b64003476f93ddfbec3d9217b2,
title = "Effects of team-initiated problem solving on decision making by schoolwide behavior support teams",
abstract = "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.",
author = "Todd, {Anne W.} and Horner, {Robert H.} and Newton, {J. Stephen} and Algozzine, {Robert F.} and Algozzine, {Kate M.} and Frank, {Jennifer L.}",
year = "2011",
month = "1",
day = "1",
doi = "10.1080/15377903.2011.540510",
language = "English (US)",
volume = "27",
pages = "42--59",
journal = "Journal of Applied School Psychology",
issn = "1537-7903",
publisher = "Routledge",
number = "1",

}

Effects of team-initiated problem solving on decision making by schoolwide behavior support teams. / Todd, Anne W.; Horner, Robert H.; Newton, J. Stephen; Algozzine, Robert F.; Algozzine, Kate M.; Frank, Jennifer L.

In: Journal of Applied School Psychology, Vol. 27, No. 1, 01.01.2011, p. 42-59.

Research output: Contribution to journalArticle

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.

PY - 2011/1/1

Y1 - 2011/1/1

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.

UR - http://www.scopus.com/inward/record.url?scp=79951972329&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79951972329&partnerID=8YFLogxK

U2 - 10.1080/15377903.2011.540510

DO - 10.1080/15377903.2011.540510

M3 - Article

VL - 27

SP - 42

EP - 59

JO - Journal of Applied School Psychology

JF - Journal of Applied School Psychology

SN - 1537-7903

IS - 1

ER -