EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/21/2017 | 3:15 PM - 4:00 PM | Using a Buddy Bench to Decrease Elementary Students' Solitary Behavior at Recess | Silver Creek
Using a Buddy Bench to Decrease Elementary Students' Solitary Behavior at Recess
Students with internalizing behaviors are often overlooked for interventions that could change academic outcomes and prevent problems that might have serious implications, including social withdrawal, social isolation, and suicidal ideation. Recent research has found the use of social emotional learning (SEL), school-wide positive behavior support (SWPBS), and social skill instruction, to be effective in treating students with both internalizing behavior problems. The Buddy Bench is an intervention aimed at helping foster a school environment of befriending lonely students during recess. We examined effects on two elementary school playgrounds. Practitioners will learn about (a) the prevalence of social isolation in elementary schools, (b) components of the Buddy Bench Intervention, (c) results of the present study, and (d) how to implement the intervention at recess.
- Practitioners will learn about the research behind a Buddy Bench and how it can fit inside the umbrella of a School-Wide Positive Behavior Support system within an elementary school.
- Practitioners will learn implications behind data collected on two playgrounds implementing the Buddy Bench intervention.
- Practitioners will learn how to effectively implement a Buddy Bench intervention.
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Presenters/Authors
Paul Caldarella
(), Brigham Young University, paul_caldarella@byu.edu;
Paul Caldarella, PhD, is director of the Brigham Young University (BYU) Positive Behavior Support Initiative and an associate professor in the BYU Department of Counseling Psychology and Special Education. Dr. Caldarella completed an internship in clinical child psychology at the University of Arkansas for Medical Sciences and a post-doctoral fellowship in adolescent clinical psychology at Brown University. As part of his assignment at BYU, he helps train graduate students to become school psychologists. Dr. Caldarella has been involved with six federally funded grants addressing the prevention of emotional and behavioral disturbance in elementary, middle, and junior high school students. He currently serves as Co-Principal Investigator of an IES grant to develop and pilot a middle school version of Class-Wide Function Related Intervention Teams (CW-FIT) in collaboration with his University of Kansas colleagues.
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Andrew Griffin Jr.
(), Brigham Young University, ajgriffin@byu.edu;
Andrew is a graduate student at Brigham Young University and a candidate for an EDS in School Psychology. He has experience as a school psychologist practicum student in Wasatch and Nebo County School Districts. He recently accepted an offer to complete his internship in Nebo County School District.
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