A Case Study of a Newly Translated Middle School Intervention within a Special Education Setting

Purpose: Research-based social-emotional and behavioral interventions are widely used in school settings, but their effectiveness depends on how well they correspond to students’ developmental stages. With varying degrees of academic and behavioral needs, manualized interventions may require adjustments to remain effective in different contexts. This case study is a pilot test for adapting and implementing Self-Management and Regulation Training Strategies (SMARTS) into a special education setting. This manualized curriculum was originally designed to improve middle-school students’ self-efficacy and confidence in their ability to self-monitor personal goals and regulate behaviors in an academic setting. This paper will explore the feasibility and acceptability of SMARTS in a diverse educational setting. Methods: The present study utilized a stakeholder-informed, participatory action methodology approach when modifying the SMARTS intervention for new contexts and employed a mixed-method design utilizing the following data sources: direct supervision, a facilitator focus group, pre- and post-test surveys, and feasibility surveys. Students (N=11) participated in a 10-lesson intervention with two lessons each week and weekly processing meetings. Students were divided into small groups of 1 to 4 students based on schedules, grade level, and admittance into the school. From here, students participated in SMARTS, consisting of a three-phase intervention. Phase I introduced students to lessons covering: 1) how to develop a measurable goal based on students’ strengths and areas of improvement, 2) self-monitoring goals, and 3) emotion regulation skill-building (e.g., breathing exercises, mindfulness). Phase II incorporated online data collection, where students self-monitored their progress and educators used observation to input additional progress data. In Phase III, the school-support person (SSP) facilitated weekly process meetings with students to view the students’ goal-monitoring progress alongside their teachers’ observations. Quantitative data were analyzed utilizing a Reliable Change Index (RCI) to test differences between multiple baseline pre- and posttest surveys for each student participant. Qualitative components of the study included a semi-structured focus group with facilitators to explore their general reflections on SMARTS intervention processes and perceived effects. Results: Overall, SMARTS was reported to have average to high feasibility among teachers and students enrolled in the study. On average, teachers found SMARTS to be appropriate for a special education setting and adaptability for SMARTS to fit in a school-wide system of positive behavior support. Preliminary RCI Analysis showed the clinical changes for each participant, with some promising individual results (e.g., Teachers Who Care and Learning Climate Questionnaire). Formal RCI Analysis with superimposed fidelity counts is currently underway. Conclusion and Implications: The present study serves as evidence of the SMARTS intervention’s ability to be administered in a special education setting, with minimal modifications. Modifications from the present study are like those in the parent SMARTS large-scale quasi-experimental study, including the following: 1) potential for students to complete SMARTS individually versus in a group setting; 2) ability to report goal progress virtually through the website or manually on paper worksheets. This study was also the first to include high school students and indicates potential future development for SMARTS adaptation for SMARTS in high school settings.