The Teaching-Family Model

Wolf, Monstrose M.; Kirigin, Kathryn A.; Fixsen, Dean L.; Blasé, Karen A.; Braukmann, Curtis J.

doi:10.1300/j075v15n01_04

Cited by 76 publications

(10 citation statements)

References 29 publications

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“…Over the past several decades, literature has suggested that improved quality or models of group home care may increase the benefits experienced by youth (e.g., Fixsen & Blasé, 2002;Wolf, Kirigin, Fixsen, Blase, & Braukmann, 1995;Wolf et al, 1976). In a review of treatment models for group homes and residential care, James (2011) reported that four of five models were supported or promising with evidence of benefits for youth.…”

Section: Journal Ofmentioning

confidence: 99%

Does Model Matter? Examining Change Across Time for Youth in Group Homes

Farmer

Seifert

Wagner

et al. 2016

Journal of Emotional and Behavioral Disorders

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Group homes are a frequently used but controversial treatment setting for youth with mental health problems. Within the relatively sparse literature on group homes, there is some evidence that some models of treatment may be associated with more positive outcomes for youth. This article explores this possibility by examining differences across time for youth served in group homes utilizing the Teaching Family Model (TFM) and geographically proximate homes using more eclectic approaches. Data come from a longitudinal quasi-experimental study that included 554 youth. Results suggest that youth showed, on average, significant and rapid improvement during initial months in a group home. Improvement did not differ for TFM and non-TFM homes during this initial period. Post-discharge results, though, show that TFM was associated with continued improvement after discharge and significantly better outcomes by 8 months post-discharge. Results also discuss youth-level factors that may influence outcomes as well as need for additional work to more fully understand processes and practices that are key for maximizing and maintaining youths’ positive outcomes during and after group home placements.

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Section: Journal Ofmentioning

confidence: 99%

Does Model Matter? Examining Change Across Time for Youth in Group Homes

Farmer

Seifert

Wagner

et al. 2016

Journal of Emotional and Behavioral Disorders

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“…This study investigates the routine use of a schoolwide classroom management program and its relationship to student social and academic outcomes. The classroom management program, The Well-Managed Classroom (WMC), evolved from the Teaching-Family Model (Wolf et al, 1976) and Boys Town Family Home Program (Davis & Daly, 2003), and was designed to help at-risk youth in residential care who are typically functioning 1 to 2 years below academic grade level. A variation of the WMC has been found to be effective in reducing disruptive classroom behaviors in community-based schools with self-contained special education classrooms that serve students with social and emotional disorders (Bishop, Rosen, Miller, & Hendrickson, 1996;Thompson, Ruma, Nelson, & Criste, 1998), but the program has not been widely studied with students in general education classrooms.…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

Implementation of a Classroom Management Program with Urban Elementary Schools in Low-Income Neighborhoods: Does Program Fidelity Affect Student Behavior and Academic Outcomes?

Burke

Oats

Ringle

et al. 2011

Journal of Education for Students Placed at Risk (JESPAR)

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“…The most well-known example is the application of behavior analysis to autism, which is today's best empirically based treatment for the disorder (see Harris & Weiss, 2007;Maurice, Green, & Luce, 1996). An important example of this is the widespread application and national and international dissemination of the Teaching Family Model (Braukmann & Wolf, 1987;Wolf, 1997;see Powell, Fixsen, Dunlap, Smith, & Fox, 2007). This model was originally designed to create therapeutic living environments for adjudicated youth so that they could acquire the education and training that would help them lead productive lives outside the judicial system.…”

Section: Applied Behavior Analysismentioning

confidence: 99%

B. F. Skinner’s utopian vision: Behind and beyond Walden Two

Altus

Morris

2009

BEHAV ANALYST

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This paper addresses B. F. Skinner's utopian vision for enhancing social justice and human wellbeing in his 1948 novel, Walden Two. In the first part, we situate the book in its historical, intellectual, and social context of the utopian genre, address critiques of the book's premises and practices, and discuss the fate of intentional communities patterned on the book. The central point here is that Skinner's utopian vision was not any of Walden Two's practices, except one: the use of empirical methods to search for and discover practices that worked. In the second part, we describe practices in Skinner's book that advance social justice and human well-being under the themes of health, wealth, and wisdom, and then show how the subsequent literature in applied behavior analysis supports Skinner's prescience. Applied behavior analysis is a measure of the success of Skinner's utopian vision: to experiment.

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The Teaching-Family Model

Cited by 76 publications

References 29 publications

Does Model Matter? Examining Change Across Time for Youth in Group Homes

Does Model Matter? Examining Change Across Time for Youth in Group Homes

Implementation of a Classroom Management Program with Urban Elementary Schools in Low-Income Neighborhoods: Does Program Fidelity Affect Student Behavior and Academic Outcomes?

B. F. Skinner’s utopian vision: Behind and beyond Walden Two

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