Center at Oregon for Research in the Behavioral Education of the Handicapped, Behavior and Education Technology, Inc.
J Appl Behav Anal. 1979 Summer;12(2):235-53. doi: 10.1901/jaba.1979.12-235.
A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.
一项针对学术生存技能计划（PASS）的全面验证研究，该计划是一种基于顾问的、教师介导的学生课堂行为计划。本研究涉及以下问题：（a）简短的顾问培训，（b）顾问使用 PASS 手册进行的后续教师培训，（c）PASS 实验组教师和学生与教师管理技能、学生课堂行为、教师对学生问题行为的评价以及学业成就的同等对照组之间的对比，（d）参与者的满意度报告，以及（e）在两个不同学校地点复制效果。结果表明，在两个地点，PASS 实验组在以下方面均显著优于对照组：（a）教师认可，（b）学生适当的课堂行为，以及（c）学生不当行为的四个类别。学生、教师和顾问对计划的满意度评价均为积极，并且据报道，一年后仍在继续使用该计划。讨论集中在成本效益、不同地点效果以及适当的课堂行为与学业成就之间的关系等问题上。
