Project PASS

What was Project PASS?

Project PASS was a study conducted by faculty members of the school psychology and special education doctoral programs at Lehigh University. Participants were elementary-aged children experiencing attention and/or behavioral difficulties that were negatively impacting academic performance. All participants were having difficulties in reading and/or math subject areas. Utilizing one of two service delivery models, project staff consulted with each child's teacher regarding appropriate academic intervention strategies that are both research-based and feasible to implement in the classroom.

What was the goal of Project PASS?

This study was designed to examine the effectiveness of consultation with teachers on academic performance of children with behavior problems.

What are the results of Project PASS?

• Academic interventions can improve the math and/or reading performance of children with behavior problems beyond improvements found with behavioral treatment and/or medication.
  • Most of the interventions utilized in Project PASS were:
    • Done by teachers or peers
    • 15 to 20 minutes in length
    • Scheduled 2 to 3 times a week
• Project PASS included interventions for such areas as reading fluency, reading comprehension, math fluency and math problem solving
  • A listing of many of the interventions used can be found here.

 

• Consultation with teachers led to appropriate implementation of academic interventions in both General and Special Education Classrooms.
  • The consultation process included:
    • A first meeting
      • Information about ADHD in the schools was given to the teachers.
      • The process of the project was explained.
    • A problem identification interview
      • Consultant and teacher worked together to identify what subject area(s) should be targeted
      • Goals for the intervention were set.
    • A Problem Analysis Interview
      • Teacher chose from a menu of interventions provided by the consultant
      • Consultant and teacher worked collaboratively to determine necessary resources, time when intervention would take place, and how often it would occur.
    • Consultants were available to teachers throughout participation to answer any questions or discuss concerns.
  • Teachers generally rated their experiences positively and found the interventions helpful.

Resources for the Home

General Resources

• School-Home Communication
• Homework Guidelines
• School Meetings
• Flashcard Drill

Reading Fluency and Comprehension

Math Problem Solving

Useful Websites and Books for Parents

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