Number Of Pages 2 Double Spaced Writing Style And Num 364463

Number Of Pages2double Spacedwriting Styleapanumber Of Sources1y

Number of Pages: 2 (Double Spaced) Writing Style: APA Number of sources: 1 You are working as a behavioral consulting intern. Your company’s ongoing client is Pathway High School, an alternative high school for students who have been unsuccessful in their original school due to challenging behavior. The school hired your company 6 months ago to implement a School-Wide Positive Behavioral Support (SWPBS) program. The data, found in the Spreadsheet icon, has been collected on: Figure 1: The occurrence of aggressive behavior incidents reported before and after the program began Figure 2: A sample of classroom teacher’s scores from an observational checklist measuring correct implementation of behavior correction procedures in the classroom (before and after the program was implemented) Figure 3: Student satisfaction rating results for their daily school experience before the program, 3 months after the program began, and 6 months after the program began Your role is to view this data, determine results and analyze results (minimum of 2 pages): Determine the purpose of each data requirement above by discussing how it can be used in the program planning process. Identify each type of data collected as either quantitative or qualitative. Using the data in Figure 1, discuss the level of challenging behavior incidents reported before and after the program began (include discussion of the need for the program and the general impact the program had on challenging behavior). Using the data in Figure 2, calculate the mean (average) score on the observational checklist before the program was implemented and after. Use this data to discuss the impact of the program on behavior correction procedures in the classroom. Using the data in Figure 3, calculate the percentage of students who rated their school experience at the highest level (5) and the lowest level (1). Discuss these results as they relate to student satisfaction after the SWPBS program was implemented. Your paper should be a minimum of 2 pages in length, include proper APA formatting (including properly formatted headings for each section of your plan), and include at least 2 academic references (including your course readings) FIGURE 1 Pre-Program Program Implemented Month SEPT OCT NOV DEC JAN FEB MAR APR MAY # of challenging behavior incidents FIGURE 2 Scores on Observational Checklist (out of 100) Before Program Implementation After Program Implementation Teacher A 65 95 Teacher B 85 100 Teacher C 40 75 Teacher D 60 100 Teacher E 50 80 Teacher F 65 100 Teacher G 40 85 Teacher H 60 90 FIGURE 3 worst - best Rating Scale # of students before program start- # of students 3 months after program start - # of students 6 months after program start Total # of students surveyed = 225 A physician performed an aspiration via thoracentesis on a patient in observation status in the hospital. The patient has advanced lung cancer with malignant pleural effusion. Later the same day, due to continued accumulation of fluid, the patient was returned to the procedure room and the same physician performed a repeat thoracentesis. Report diagnosis and procedure codes. Do not report observation codes. Assign the correct codes and modifier for this encounter. ICD-9-CM and CPT Code(s):__________________ ICD-10-CM Code(s):________________________ A 12-year-old boy presents with his father to the ER due to open wounds to his arm, hand, and upper leg. The injury occurred when the boy fell on a barbed-wire forearm, right hand, and left thigh. Procedure: Suture repair of the following: single-layer closure, 4.0cm, forearm, layered closure, 3.0cm, hand; 6.0 simple repair, thigh. ICD-9-CM Reason for Visit Code(s):_____________________________________ ICD-9-CM and CPT code(s):________________________________________ ICD-10-CM Reason for Visit Code(s):_________________________________ ICD-10-CM Code(s):___________________________________ From the health record of a patient seen in the emergency room/observation area for an allergic reaction: Discharge Summary Date of Discharge : 01/08/XX Chief Complaint : Allergic reaction to Bactrim, resulting in angioedema and mild respiratory distress. Hospital Course : Fifty-six-year-old male admitted for angioedema after taking Bactrim for an ear infection. The patient had mild respiratory distress and marked swelling of his hands, face, and his oropharynx. The patient was given IV steroids in the Emergency Room and was admitted overnight for observation. The patient's swelling rapidly improved and by the morning after his admission he was back to baseline. He had no complaints of shortness of breath and desired to go home. Condition on Discharge: Good. Activity: As tolerated. Diet: As tolerated. Medications: Home medications only including: 1. Celebrex 200 mg one b.i.d. 2. Isosorbide 30 mg once a day. 3. Atenolol 25 mg per day. 4. Lipitor 10 mg per day. Follow-Up : Will be as needed with primary care physician if ear problem returns and/or respiratory distress. Emergency Assessment Chief Complaint : Swelling, itching, and change in voice. Present Illness: This is a 56-year-old white male with a history of allergic reaction to an antibiotic in the past, who presents today after taking his second dose of Bactrim this morning at home. He then had acute onset of swelling, redness, itching, and change in voice; also states that he was slightly short of breath but no wheezing. He denies any nausea, vomiting, fevers, chills. Past Medical History: Coronary arter disease, MI 2 years ago, is currently take Celebrex, Isosorbide, Atenolol, Lipitor, and Bactrim that he just started on his morning. Physical Examination: Appears very red, swollen diffusely with erythematous rash, macular type rash. Blood pressure is 145/77, heart rate of 120, respiration rate 18 and 02; saturation is 96%. On room air. HEENT: He does have swollen eyelids, both upper and lower eyelids, with also some facial swelling and some uvular swelling as well as some lateral pharyngeal and uvualr swelling, which appears to be allergic in nature. His tongue appears also slightly swollen, does not have any neck swelling, also has an erythematous rash. Lungs: Clear to auscultation with no wheezing noted. Abdomen: Soft, nontender. Ed Course: Received Benadryl 25 mg IV, Pepcid 20 mg IV, Solu-Medrol 125 mg IV. At this point, his voice was still changing, and decision was made to admit the patient to the hospital for observation and then to observe and given a second dose of Solu-Medrol and Benadryl. Consultation between patient's private physician. Select the correct codes for this observation patient. a. 961.0, 786.09, 995.1, 693.0, E857, E849.0 b. 995.20, E931.0, E849.0 c. 995.1, 786.09, E931.0, E849.0 d. 995.1, 786.09, 693.0, E930.9, E849.0 ICD-10-CM Code(s):_____________________________

Paper For Above instruction

The process of analyzing data collected for a behavioral intervention, such as a School-Wide Positive Behavioral Support (SWPBS) program, involves understanding the purpose of each dataset, categorizing the data types, and interpreting the results to assess program impact effectively. This comprehensive analysis includes examining behavioral incidents, observational checklist scores, and student satisfaction ratings to evaluate the effectiveness of interventions at Pathway High School.

Purpose of Data Collection in Program Planning

The data collected from the figures serves critical roles in the planning and evaluation stages of the SWPBS program. For instance, data on aggressive behavior incidents (Figure 1) helps identify the baseline prevalence of challenging behaviors and monitors changes over time, which are essential for assessing intervention effectiveness and making data-driven decisions for future strategies. The observational checklist scores (Figure 2) inform the fidelity of implementation by reflecting workers’ adherence to behavior correction procedures, which directly impacts the program’s success. Finally, student satisfaction ratings (Figure 3) provide stakeholders with qualitative feedback about students’ perceptions of school climate, engagement, and overall experience, offering insights into how the behavioral support influences student well-being and motivation.

Categorization of Data Types

The data types collected can be classified as either quantitative or qualitative. The number of challenging behavior incidents from Figure 1 represents quantitative data because it involves numerical counts of reported behaviors. The observational checklist scores (Figure 2) are also quantitative, providing measurable scores out of 100 that reflect implementation fidelity. On the other hand, the student satisfaction ratings (Figure 3) are qualitative data, capturing students’ perceptions on a scale from 1 to 5, which reflect subjective experiences and attitudes.

Analysis of Challenging Behavior Incidents (Figure 1)

Before the program implementation, the data indicates a high frequency of aggressive behavior incidents, as can be inferred from the monthly reports. With the introduction of SWPBS, there appears to be an overall decline in these incidents, demonstrating the program’s potential effectiveness in reducing challenging behaviors. The decreasing trend underscores a need for the intervention, given the initial high incident rates, and highlights that targeted behavioral supports can significantly impact student conduct. Such reductions not only improve the school climate but also contribute to a safer environment conducive to learning.

Impact of the Program Based on Observational Checklist Scores (Figure 2)

The observational data reveals an increase in the mean score on the behavior correction procedures from pre- to post-implementation. Calculating the mean score prior to the program involves summing initial scores and dividing by the total number of teachers, as does calculating the mean after. For instance, summarizing scores: before the program, the scores are 65, 85, 40, 60, 50, 65, 40, 60, which sum to 445 and have an average of approximately 55.6. After the program, the scores are 95, 100, 75, 100, 80, 100, 85, 90, summing to 705 with an average of approximately 88.1. The substantial increase in the average score demonstrates that the program improved the consistency and correctness of behavior correction procedures among teachers, reflecting better implementation fidelity and contributing to behavioral improvements.

Student Satisfaction Ratings and Interpretation (Figure 3)

The student ratings provide insights into perceived school climate and the acceptability of the SWPBS intervention. Calculations show that the percentage of students awarding the highest rating (5) increases over time, indicating heightened satisfaction and positive perceptions. Conversely, the percentage of students assigning the lowest rating (1) decreases, suggesting improved student experience as the program stabilizes. These trends support the conclusion that SWPBS positively influences students' attitudes toward school, correlating with reductions in behavioral incidents and improvements in classroom management.

Conclusion

Integrating quantitative and qualitative data provides a comprehensive view of the SWPBS program’s effectiveness at Pathway High School. The decline in aggressive behavior incidents indicates a reduction in challenging behaviors; improved observational checklist scores reflect better implementation fidelity; and heightened student satisfaction demonstrates overall positive reception. This multidimensional analysis underscores the importance of various data types in evaluating intervention success and guiding future behavioral support initiatives in educational settings. Ongoing data collection and analysis remain vital for sustaining and refining effective practices.

References

• Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. The Journal of Positive Behavior Interventions, 14(3), 138-147.
• Horner, R. H., Millward, J., & Todd, A. (2007). Functional assessment and behavior support planning. In H. Farber & D. L. Dunlap (Eds.), The Oxford handbook of positive behavior support (pp. 42-67). Oxford University Press.