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Center for Effective Schools

Client Population
The Devereux Center for Effective Schools (CES) serves children with, and at risk for developing, emotional and behavioral disorders within public schools (located primarily in urban communities), as well as within other child-serving institutions, including alternative schools, residential treatment centers and hospital programs.

Description of Site
The CES is an applied research and technical assistance center specializing in bringing evidence-based practices to schools, districts and other child-serving programs through training/technical assistance, consultation and model program development. This site adheres to an applied behavior analytic theoretical orientation. The CES utilizes a tiered approach to prevention and intervention based on Positive Behavioral Interventions and Supports (PBIS) and response to intervention (RTI) frameworks. Consultation, training and technical assistance activities focus on developing interventions for the school, classroom, non-classroom and individual student settings.

Specialized Training
The CES provides an opportunity to train within a research institute dedicated to providing a continuum of services to public schools and other child-serving systems. Due to the indirect nature of service delivery, this is a unique training opportunity within the Devereux organization for interns seeking a non-traditional experience. During the training year, interns develop and refine skills in consultation, training and technical assistance, along with skills in clinical services, including academic and behavioral assessment and intervention. Upon successful completion of the training year, CES interns typically accept employment positions as school psychologists within a school district, college or university faculty members, or trainers, consultants, or researchers for state departments of education or applied research centers.

Successful Applicants:

  • Doctoral candidate in school or clinical psychology
  • Strong knowledge of applied behavior analysis
  • Background in conducting behavioral assessment, intervention, consultation and research
  • Experience working in school settings
  • Knowledge of the basic tenets of multi-tiered systems of support (MTSS) is preferred
  • Interest in supporting children with behavior disorders by working with educators, staff, and parents in urban and alternative settings is required

Intervention:

All CES staff are assigned to projects that involve intervention planning, implementation and evaluation within the consultative framework. Some examples of internship intervention responsibilities include: coaching leadership teams to develop school-wide interventions, working with individual teachers to implement class-wide interventions, or assisting school staff to design function-based behavior intervention plans for individual students.

Assessment:

Interns will conduct a minimum of one functional behavioral assessment (FBA) of an individual student. Interns also will have the opportunity to conduct assessments of the classroom and school environments to examine fidelity and effectiveness of interventions.

Consultation:

Service delivery at CES is indirect in nature and relies heavily on behavioral consultation at the school-wide, class-wide and individual levels. In addition to the basic problem-solving steps of problem identification, problem analysis, plan implementation and evaluation, CES consultants facilitate team meetings, deliver team-based training, and provide technical assistance and feedback on intervention implementation.

Hours:

Activity

Hours

Consultation & Intervention

20

Training

2

Assessment

2

Research

1

Supervision

4

Didactic Seminars

3

Project Meetings/Management

8

Hours Weekly

40+

*This is an estimate. Hours will change week-to-week depending on project needs and seminar schedule.

Supervisors:

Lisa Thomas, Ph.D., NCSP (Primary Supervisor)
Laura Rutherford, Ph.D., NCSP
Rachel Eisenberg, Ph.D., NCSP