Model Implementation and Classroom Achievement in the Northern Cheyenne Behavior Analysis Follow Through Project

Abstract

The effects of implementation of the Behavior Analysis Model of Follow Through on the achievement of Native American elementary school children were examined. Model implementation was determined from auditor and consuItant reports. Outcome data were taken from the Wide Range Achievement Test with both cohort and non-cohort children. The data were aggregated by grade level (Kg-3rd) and by classroom (N = 16). The overall results revealed that at or above grade level achievement in reading, arithmetic, and spelling was associated with model implementation. This effect was significant (p .01) except for cohort spelling. Nonmodel implementation was related to below grade level classroom achievement a majority of the time. Implications of the findings to Native American education and previous evaluations of FoIlow Through were made.