Center for Effective Schools, a part of the Devereux Institute of Clinical Training and Research, is one of several predoctoral internship sites at the Devereux Foundation.
The Devereux Center for Effective Schools is an applied research and technical assistance center specializing in
bringing evidence-based practices to schools and districts through training, consultation, and new model program
development. The Devereux Center for Effective Schools operates primarily in urban public school settings and adopts
an integrated three-tiered (universal, secondary, tertiary) approach to prevention and intervention.
At the universal level, targeting all students in the school, programs are designed to assist school-based
teams in developing strategies to prevent or minimize the occurrence of problem behavior while improving academic
performance. Training and technical assistance activities focus on developing schoolwide interventions (e.g.,
schoolwide positive behavior support [SW-PBS], response-to-intervention [R-t-I], school-based parent training),
class-wide interventions (e.g., behavior and instructional management strategies) and strategies for non-classroom
settings within the school (e.g., The Lunchroom Behavior Game).
At the secondary level, targeting students at risk for behavioral and academic difficulties, training and technical
assistance activities include assisting teams in the implementation of efficient, function-based strategies to prevent
worsening problem behavior and academic performance (e.g., check-in/check-out interventions and study/social skills interventions).
At the tertiary level, efforts are made to increase regular and special education teachers' capacity to effectively impact
students with severe and chronic behavior and/or learning difficulties through in-class consultation and technical assistance.
In addition, systematic efforts are made to help improve comprehensive behavior support by utilizing a wraparound model involving
key individuals in the child's life at school, home, and the community.
All programs are implemented with an applied research focus. Formative evaluation and treatment integrity are cornerstones of service delivery.
The Devereux Center for Effective Schools provides an opportunity to train within a research institute dedicated to providing a continuum of
services to public school systems. The intern will work as part of a team to serve several primary/intermediate level school-based teams and
teachers on initiatives focused on developing and maintaining systems of SW-PBS and R-t-I. Other school-based responsibilities include
providing clinical services such as academic and behavioral assessment, behavioral consultation, direct intervention, and parent/teacher
training. Additionally, there are opportunities to develop skills in grant writing, although not a required component of the internship.
This is a unique training opportunity within the Devereux organization for interns seeking a non-traditional training opportunity.
In contrast to other ICTR internships, the focus of service delivery within The Devereux Center for Effective Schools is primarily
indirect in nature and involves strong development in consultation, training, and technical assistance skills.
The Devereux Center for Effective Schools is an excellent nontraditional training opportunity for candidates with training in
school psychology, strong knowledge in applied behavior analysis and research design, and experience in behavioral assessment,
intervention, and consultation. An interest in working with students with behavior disorders, educators, and parents in an
urban setting is required. Knowledge of the basic tenets of schoolwide positive behavior support is preferred. The focus of
service delivery is on empirically-based strategies for prevention and intervention at the individual, group, and systems levels.
This intern site adheres to a positive behavior support/ applied behavior analysis theoretical orientation.
Primary Supervising Psychologist:
Barry L. McCurdy, PhD, NCSP
Education:
- Ph.D. School Psychology, Lehigh University
- Ed.S. School Psychology, Lehigh University
Primary Areas of Interest:
- Academic and behavioral interventions for individuals with emotional/ behavioral disorders,
parent management training, schoolwide positive behavior support and school-based behavioral health.
Primary Supervising Psychologist:
Jennifer Jeffrey, Ph.D., NCSP
Education
- Ph.D., School Psychology, University of Oregon
Primary Areas of Interest:
- Systems change efforts incorporating school-wide positive behavior support, functional assessment, curriculum-based
measurement, & early literacy assessment & intervention.
Primary Supervising Psychologist:
Amanda L. Lannie, Ph.D.
Education
- Ph.D., School Psychology, Syracuse University
Primary Areas of Interest:
- Academic & behavioral interventions, self-management, school-based consultation.
OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports
The Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices
School-BasedCrimePrevention(Gottfredson,1998)
In Preventing Crime: What Works, What Doesn't, What's Promising. A report to the US Congress. Empirically reviews interventions for crime and delinquent behavior in schools. Concludes successful school-based crime prevention programs focus on altering the school and classroom environments instead of trying to change students' attitudes, beliefs, and behaviors.
Darch, C.B., & Kame'enui, E.J. (2004). Instructional classroom management: A proactive approach to behavior management (2nd ed.). Upper Saddle River, NJ: Pearson.
Shinn, M. R., Walker, H. M., & Stoner, G. (Eds.). (2002). Interventions for Academic and Behavior Problems II: Preventive and Remedial Approaches. Bethesda, MD: NASP.
Walker, H.M., Ramsey, E., & Gresham, F.M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Belmont, CA: Wadsworth/Thomson Learning.
