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## Breadcrumb

            -  Evidence for Program Improvement 
            -  Self-Regulation Academic-Educational 
            -           Deliver in a dedicated school setting      

# Deliver in a dedicated school setting

## Outcome

### Self-Regulation

## Intervention Family

### Academic-Educational Interventions

Academic-Educational Interventions       Deliver in a dedicated school setting  Emphasize behavior content and strategies

## Deliver in a Dedicated School Setting

## Evidence

The seven academic-educational interventions that were **based in a school resource room** showed greater improvements in self-regulation than those held in students’ regular classrooms.

If you seek to address youth self-regulation problems in the context of an academic-educational program, consider providing services in a dedicated setting outside of the classroom, such as in a resource room or the school counselor’s office. An intervention delivered in a space other than a student’s regular classroom might yield greater benefits because providers may be able to better direct the intervention to the individuals who need it. Since many of the programs in this group emphasized organizational skills and planning, a dedicated setting might allow for greater focus and concentration. In a dedicated space providers are also better able to conduct one-on-one or small group activities, monitor students, determine where additional reinforcement might be needed, and provide more individualized attention.

Interventions in dedicated settings in the school show stronger effects on self-regulation than those delivered to whole classrooms. In our evidence base, these academic interventions were often part of a larger effort to reinforce the content in other areas of the youths’ lives. For example, some programs include parent training components designed to reinforce the intervention at home and provide support in sustaining change over time.

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## Assess Feasibility

                          - Program structure.  Assess your program structure to determine if it is possible to deliver in a pull-out setting like a resource room. Are there activities or parts of your program that are adaptable to a different school setting?
                          - Setting.  Are there opportunities to move to a pull-out setting? Could you add small group activities in your current setting? Is it possible to create spaces in the classroom as dedicated program spaces?
                          - Staffing.  Examine whether your current staffing levels allow for services to be provided outside the regular classroom. Do you have sufficient staff to cover program needs?
                          - Resources. Explore available facilities and resources for a separate dedicated program setting. Are there spaces other than regular classrooms available?

## Take Action

Consider any of the following courses of action depending on the results of your feasibility assessment:
                          - Provide interventions in settings other than a traditional classroom.  Explore alternative options, such as individual or group tutoring sessions, one-on-one instruction, or small group formats. Consider other approaches to instruction, such as cooperative learning, small-group instruction, or hands-on learning.
                          - Identify ways to use small groups.  If a pull-out setting is not available, a change from whole-class to small group format can be done within a regular classroom, with appropriate staffing.
                          - Identify other potential sources of providers.  Identify local programs, such as social work or counseling degree programs, that might provide staff capacity. However, ensure that your program has the supervisory infrastructure necessary to host student providers.