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First Step to Success

Replication and Social Validation of an Early Intervention Program

Annemieke M. GOLLY, PhD, is a special education teacher grades kindergarten through 5 and a coordinator and trainer for the First Step Program. Her research interests include applied behavioral interventions, classroom behavior management, and teaching coaching strategies. Address: Annemieke M. Golly, 2090 Graham Dr., Eugene, OR 97405.

Bruce Stiller, PhD

Bruce Stiller, PhD, is a school psychologist and behavior consultant with the Eugene School District 4J in Eugene, Oregon. His research interests are social skills training of at-risk students, proactive early screening, and early intervention.

Hill M. Walker, PhD

Hill M. Walker, PhD, is co-director of the Institute on Violence and Destructive Behavior in the College of Education at the University of Oregon. His research interests are in social skills training, prevention of antisocial behavior patterns, school safety, youth violence, and early screening and detection.

In this article two studies are described. Study I involves a replication of the First Step to Success early intervention program for at-risk kindergartners. Study 2 focuses on social validation of the First Step program by implementers and consumers. A follow-up survey was conducted of educators who were trained in the program to determine the proportion who actually implemented it following their training. This survey also identified barriers to the implementation process as well as program features that educators liked and regarded as critical to a successful program application. Results indicated that the replication was successful; the outcomes achieved for the replication sample were nearly identical to those for the original field-test sample, which consisted of two cohorts of kindergarten children. Educators who participated in the First Step training sessions rated the content and quality of the training highly. About half of those who received training actually went on to implement the program. Participants generally liked the structure of the intervention and the fact that it did not prove disruptive to ongoing kindergarten instructional activities.

Journal of Emotional and Behavioral Disorders, Vol. 6, No. 4, 243-250 (1998)
DOI: 10.1177/106342669800600406


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