Ashley Mangan

 

G.R.I.P

(Goals, Results, Impact, Program Implications)

Fluvanna Middle School

Ashley Mangan

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Intervention: Boys Small Group

Grade: 7th grade

Date: March 21-May 1

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Goal: Discipline referrals and the number of ISS/OSS/Time Outs for students in the group will decrease by 30%.

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Results:

Five 7th grade boys who were selected based on lack of impulse control within the classroom setting and # of behavior referrals and/or timeouts were chosen to participate in a weekly small group for 7 weeks (plus one individual pre-group motivational interviewing session). The group incorporated a variety of evidence based interventions for impulse control including motivational interviewing, mindfulness practice, teaching self-regulation skills, and elements of the Student Success Skills Program (goal development and tracking).

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• Teacher Report: 7 core teachers surveyed using google forms (3 teachers/per student) Improvements in all 4 categories; On average, each student improved in 2/4 categories. Categories included; appropriately interacts with peers, waits for turn to speak, responds positively to feedback, able to focus on classwork) *Total Improvements: 10/20

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• Self-Report: 5 students surveyed using google forms. Improvements in all 8 categories including; goal setting, thinking about consequences, paying attention in class, ability to focus in class, self-control, ability to identify emotions, knowing emotional triggers, and having strategies to use when triggered.  *Total Improvements: 14/40

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Impact: After participating in a small group for 7 weeks + one MI session, there was a significant decrease in the number of timeouts/ISS/OSS for the group, and the number of referrals.

• #Timeouts/ISS/OSS for the group decreased from 30 to 23 (23.3% decrease)

• #Referrals for the group decreased from 16 to 7 (43.8% decrease)

*Data for “pre”, was collected in 7 weeks preceding group; post was 7 weeks during

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7th Grade Boys Small Group

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Program Implications: The program implies that students who participated in this Boys Group had positive behavioral consequences related to decreasing impulsive behaviors. This resulted in a significant decrease in referrals, as well as timeouts/ISS/OSS. Motivational Interviewing, mindfulness practices, self-regulation skills, and goal development and tracking were all elements of the program that may have contributed to these results. This program may be modified for elementary and/or highschool aged students with impulsivity issues.

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