An ecological approach to evaluating a special education program.

This study provides further evidence of the value of ecobehavioral measurements in program evaluations, especially since past evaluations have focused on individual-level factors rather than ecological factors. Static (e.g., classroom materials) and dynamic (e.g., group interactions) features of the classroom environment were used to describe the impact of a special education program on 84 behaviorally disturbed adolescent males. The program outcomes assessed included increases in appropriate and decreases in inappropriate behaviors. The findings reveal that the program apparently accomplished its objectives. However, the ecobehavioral data also suggest that these students were mostly involved in busywork; that is, they were working by themselves with instructional materials rather than participating in interactive activities with the teacher or peers. Ecological issues related to increasing student motivation are addressed.