AN ECOLOGICAL APPROACH TO EVALUATING A SPECIAL-EDUCATION PROGRAM

This study provides further evidence of the value of ecobehavioral mea surements in program evaluations, especially since past evaluations ha ve focused on individual-level factors rather than ecological factors. Static (e.g., classroom materials) and dynamic (e.g., group interacti ons) features of the classroom environment were used to describe the i mpact of a special education program on 84 behaviorally disturbed adol escent males. The program outcomes assessed included increases in appr opriate and decreases in inappropriate behaviors. The findings reveal that the program apparently accomplished its objectives. However, the ecobehavioral data also suggest that these students were mostly involv ed in busywork; that is, they were working by themselves with instruct ional materials rather than participating in interactive activities wi th the teacher or peers. Ecological issues related to increasing stude nt motivation are addressed.