The effect of STARS for students with high incidence disabilities: a randomized pilot study

Abstract

There is a need for more research on selective or Tier 2 interventions to support students with challenging classroom behaviors. Existing Tier 2 interventions lack effective mechanisms such as autonomy support, which are shown to improve student-teacher relations and build competencies in the form of social or intra and interpersonal skills. The purpose of the present exploratory study is to describe study findings of a selective intervention called the Self-management Training And Regulation Strategy (STARS). STARS is an autonomy supportive self-management or self-monitoring training program that promotes relationship and social competency skills which are linked to reductions in challenging classroom behavior. The present exploratory study includes data from a subset of 37 students with high incidence disabilities who participated in a larger study that involved 22 fourth and fifth grade classrooms using a randomized controlled design. Key outcomes of interest included teacher-rated social skills, sociability, learning behavior, and peaceful interactions. Fidelity and social acceptability of implementation were also monitored. Descriptive statistics and analysis of variance revealed that students randomized to STARS had improved sociability and teachers and students rated the intervention—applied with a high degree of fidelity—as highly acceptable and feasible.

Keywords:

• Social skills
• intervention
• randomized controlled trial