To meet the complex social behavioral and academic needs of all students, schools benefit from having available multiple evidence-based interventions of varying intensity.
One of the largest challenges facing educators in the United States is addressing problem behavior within school. A recent study indicated that general education teachers reported on average, one in five of their students exhibited disruptive/off-task behavior and one in twenty exhibited aggressive behaviors to the point intervention was necessary. Unfortunately, educators continue to rely on traditional discipline practices that generally involve punishment and/or exclusionary options, especially for the most challenging students, students with Emotional/Behavioral Disorders.
Research and evaluation of the wraparound process has typically focused on outcomes, service providers, and costs. While many of these studies describe a process that is consistent with the wraparound approach, few studies have reported attempts to monitor or measure the treatment fidelity of the wraparound process. The purpose of this study was to assess the fidelity of the wraparound process in a community-based system of care using the Wraparound Observation Form-Second Version. Results from 112 family planning meetings indicated some strengths and weaknesses within the current system.
