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Author ORCID Identifier


Campus-Only Access for Five (5) Years

Document Type


Degree Name

Doctor of Philosophy (PhD)

Degree Program

School Psychology

Year Degree Awarded


Month Degree Awarded


First Advisor

Sarah Fefer

Second Advisor

Sara Whitcomb

Third Advisor

Christina Metevier

Subject Categories

Community-Based Research | Other Social and Behavioral Sciences | School Psychology


The study was designed to improve out-of-school-time program staff members’ (N= 5) competencies in utilizing active supervision and other behavior management strategies highlighted in the Positive Behavior Out of School Time (Positive BOOST) training. The Positive BOOST intervention included individual training and consultation sessions incorporating performance feedback. The goal of this study was to determine if this training demonstrated a functional relation with participants’ implementation of active supervision, and if the change in staff behavior was demonstrated to influence student disruptive behavior. The multiple baseline single case experimental study evaluated changes in out-of-school-time program (OOSTP) staff members’ implementation of active supervision and student disruptive behavior using direct observation. Results suggest that all five participants showed an immediate increase in their observed level of active supervision following the introduction of the consultation services, although this change was small in some cases. Across participants, observations of student disruptive behavior did not change from baseline to the intervention phase. Staff self-ratings suggested positive changes in three participants’ understanding and awareness of their use of the behavior management strategies. Social validity data were positive regarding working with the consultant and the consultant’s understanding and support of managing student behavior, and suggested that specific behavioral strategies (i.e., precorrections, corrections vs. reinforcements, behavior specific feedback, references to behavior expectations) were more meaningful for staff than the broader concept of active supervision. Implications and future directions about training and consultation with staff in out-of-school-time programs are also discussed.