Devereux Advanced Behavioral Health Center for Effective Schools

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Devereux National

  • Center for Effective Schools

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Active Projects

Behavioral Consultation in Alternative Education (PA)

The purpose of this service is to support students with severe behavior disorders and their teachers in their local schools by developing function-based treatments via ongoing training and consultation of the school staff members.

Behavioral Consultation in Charter Schools (DE) and Alternative Education (PA)

This project focuses on providing behavioral consultation to support the needs of individual students or an entire classroom. Kratochwill and Bergan’s (1990) model of consultation is typically utilized to support the needs of individual students. The steps include: (1) problem identification, (2) problem analysis, (3) plan implementation, and (4) problem evaluation. The Classroom Check-up (CCU; Reinke, Herman, & Sprick, 2011) is typically utilized to support teachers in implementing effective classroom management strategies. The steps of the classroom check-up include: (1) assessing classroom, (2) providing feedback, (3) developing menu of intervention options, (4) choosing intervention(s), (5) implementing the intervention(s) and self-monitoring, and (6) providing performance feedback. The goal of this project is to build internal capacity and support teachers in meeting the needs of the students they serve.

Behavioral Consultation in Public Schools (NJ)

CES provides consultation and assessment services for schools located within New Jersey aimed at enhancing educational services for students with a variety of behavioral needs.  CES consultants employ a problem-solving approach, based on a functional behavioral assessment (FBA), to design effective, evidence-based interventions for students with a variety of behavioral, medical, and emotional concerns within schools.  Following a multi-method comprehensive FBA, CES consultants develop a function based behavior support plan, provide on-site training and coaching on staff implementation of the plan, and monitor fidelity of plan implementation through data collection.

Curriculum Evaluation for Students with Autism

The purpose of this project is to assess the extent to which a commercially available curriculum for children with autism spectrum disorders fits well the Devereux Autism Program Model. The assessment includes measures on teacher and student behavior in behavioral and academic domains.

Positive Behavioral Supports and Behavioral Health Care

This project focuses on applying an intensified version of the three-tiered logic of SWPBIS across a large nationally-focused behavioral health care organization serving children, adolescents, and adults with emotional and behavioral disorders and/or intellectual and developmental disabilities. The CES chairs the organization-wide leadership team tasked with supporting and overseeing efforts to scale-up all three tiers of PBIS across the organization. In addition, the CES provides training and technical to center-based leadership teams tasked with developing, implementing and maintain PBIS across the center’s programs. The goal of this project is to implement and maintain an intensified version of all three tiers of PBIS with high fidelity across the organization.

School-based Mental Health in Urban Schools

The Advancing Collaboration for Children’s Emotional & School Success project (Project ACCESS), conducted in partnership with the Children’s Hospital of Philadelphia, is designed to test the efficacy of a school-based mental health model in six urban schools serving a high percentage of minority and low income students in grades K-8. The model employs a multi-tiered system of support (i.e., school-wide positive behavior support) focused on teaching and acknowledging expected behaviors at Tier I and evidence-based group interventions for students with emotional (FRIENDS for Life [Barrett et al., 2000]) and disruptive behavior (Coping Power [Lochman & Wells, 2002]) disorders at Tier II. The goal of the project is to improve access to mental health services for a high-need urban population.

School-wide Positive Behavioral Supports in Alternative Education

This project focuses on applying an intensified version of the three-tiered logic of SWPBIS in alternative education settings for individuals with emotional and behavioral disorders and/or intellectual and developmental disabilities. The CES provides training and technical assistance to school-based leadership teams tasked with developing, implementing and maintaining SWPBIS in the alternative education setting. The goal of this project is to build internal capacity and support the leadership team as they work to implement and maintain an intensified version of all three tiers of SWPBIS with high fidelity.

School-wide Positive Behavioral Supports in Charter Schools (DE)

This project focuses on applying the three-tiered logic of SWPBIS in a charter school serving students in grades 7 to 12 who have experience academic failure with or without mental health needs. The CES provides training and technical assistance to the school-based leadership team tasked with developing, implementing and maintaining SWPBIS across the school program including classroom, non-classroom, and individual student systems. The goal of this project is to build internal capacity and support the leadership team as they work to implement and maintain all three tiers of SWPBIS with high fidelity.

School-Wide Positive Behavioral Supports in Public Schools (NJ)

This project focuses on providing educational consulting, training, and technical assistance to public schools located within New Jersey.  Services are aimed at the building and maintenance of SWPBS at all three tiers by providing training and support to leadership teams at the universal and targeted/intensive levels. Additional technical and consultative support aims at building Intervention and Referral Services (I&RS) to support capacity and sustainability for teams providing students with academic, behavioral, and emotional prevention and intervention services.  CES also provides professional development trainings to school staff on classroom management strategies and effective classroom instruction and behavioral practices.

School-Wide Positive Behavioral Supports in Urban Schools (PA)

Funded by the Philadelphia Foundation, the School District of Philadelphia is partnering with Devereux Center for Effective Schools on a project aimed at promoting the prosocial behavior of students and improving the climate of ten urban elementary and middle schools. The goals of the project are to develop an internal structure, including coaching staff, to support and sustain a school-wide positive behavioral interventions and supports (SWPBIS) approach within the School District of Philadelphia and to implement a universal and indicated support system of SWPBIS in the ten demonstration schools. CES provides training and technical assistance to school-based leadership teams and coaching staff in order to implement SWPBIS at the universal and secondary level with high fidelity.

Youth Violence Prevention

This project is part of a larger, federally funded National Forum on Youth Violence. In an effort to reduce youth and gang violence, the city of Philadelphia has identified a targeted area of the city for intervention at the community level. CES is working with four selected public elementary schools within the designated area in order to apply a three-tiered SWPBIS model.  CES provides training and technical assistance to school-based leadership teams in order to develop and maintain systems of support at the universal, targeted, and intensive levels. The purpose of this project is to work within a larger framework to decrease youth violence in schools and the community.