PRoBE Presentation 1st Grade Self-Control Group

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PRoBE Presentation1st Grade Self-Control Group

• Missouri State University
• In Partial Fulfillment for School Counselor
  Internship
• COU 781
• Jamie Stokes
• Fall 2009
• Dr. Marci Dowdy, Faculty

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SIMSStudents, Interventions, Measurements,
Settings

• Students 1st Grade students with 2 or more
  discipline referrals in the first 10 weeks of
  school
• Interventions Counselor met weekly with each
  student in a small group for 6 weeks. Counselor
  also met with each students teacher to discuss
  possible classroom interventions
• Measurements Discipline referrals were compared
  
• Setting Counselor met with the students in a
  classroom at Conway Elementary

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Purpose of Interventions

• This intervention was used for the purpose of
  teaching students how to better control
  themselves in the classroom so that their
  discipline referrals would be reduced.
  Behavioral interventions were learned and
  implemented into the classroom setting.

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Students Selected

• Four 1st Grade Students
• 4 Boys
• All recommended by Teachers and Principal due to
  excessive office visits

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Pre-Group Preparation

• Interviews held with each student
• Invitation letters with permission slips sent
  home
• 6 letters sent home
• 2 letters sent home with perspective peer leaders
• 1 students parent declined
• Total of 5 group members

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Goals of Small Group

• Learn how to control thoughts and actions
• Attain better listening skills
• Stay on task for longer periods of time
• Accept Consequences
• Know when to ask for help
• Decrease discipline referrals

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Small Group Schedule

• Group began September 10, 2009
• Met for 6 weeks
• 230pm-300pm
• All 4 students were present for each session

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Group Topics

• Session 1 Respect for self and others
• Session 2 Learn what a good listener looks like
• Session 3 Focusing on a Task
• Session 4 Consequences are based on your actions
• Session 5 Control of thoughts and actions
• Session 6 Persevering toward a goal

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Discipline Referrals
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Graph Summary

• B.R.- wanted to dominate group, very hyper, also
  met with individually. Change very minimal
  although referrals went down
• D.S.- stayed off-task often, went along with B.R.
  in disruptions during group. Change slight
• T.S.- wanted the approval of the counselor.
  Change considerable difference in the classroom
  
• D.R.- constantly reminded other students in the
  group of the rules. Change inconsistent from day
  to day but better overall

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Student Feedback Form

• Put a circle around the face that shows how you
  feel about what you learned in the group
• Overall, I enjoyed working in the group
• I enjoyed working with other students in the
  group
• I enjoyed working with the counselor in the group
• I learned new skills and am using the skills in
  school
• If other students ask me if they should
  participate in a similar group, I would recommend
  that they give-it-a-try
• 3 I agree 2 Im not sure 1 I disagree

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Student Feedback Form B.R.

• Question 1 I agree
• Question 2 I agree
• Question 3 I agree
• Question 4 I agree
• Question 5 I agree

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Student Feedback Form D.S.

• Question 1 I agree
• Question 2 I agree
• Question 3 I agree, Im not sure, I disagree
• Question 4 I agree
• Question 5 I agree

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Student Feedback Form T.S.

• Question 1 I agree
• Question 2 I agree
• Question 3 I agree
• Question 4 I agree
• Question 5 I agree

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Student Feedback Form D.R.

• Question 1 I disagree
• Question 2 I disagree
• Question 3 I disagree
• Question 4 Im not sure
• Question 5 I disagree

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Student Feedback Form
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Summary

• All four students had less office referrals this
  year compared to last year
• Meeting with principal to implement a mentor
  program through the Character Kids Club to work
  with students who have a high number of
  discipline referrals
• 1st grade teachers implemented behavior
  techniques learned from the counselor into their
  classroom

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Recommendations

• Have more contact with the parents to discuss
  possible interventions at home
• Meet with each of the students individually to
  reinforce behavior techniques learned in small
  group
• More student/teacher conferencing
• Have older students be the peer leaders