Results and References Results "Journal of the Institute for Rational Cognitive Therapy," 1998. The Effects of a Cognitive Restructuring Program. Research Topic: Comparison of two school-based behavior intervention programs: Keys to Innervisions Curriculum and an incentive program modeled after the Responsible Student Program. Population: 55 students, ability ranged from the mild-moderately impaired to gifted, 30% of the students were served by special education; the sample consisted of 39 boys and 16 girls with a mean age of 17; 35% Black, 65% White and 1 Hispanic. Findings: A two-year study showed that cognitive restructuring, the Keys to Innervisions Curriculum Implementation Plan, was more effective than the incentive program in improving manifested behavior of at-risk dropout students in the following areas: Incidence of insubordination Completes assignments with materials provided. Obeys teachers requests. Incidence of violence Refrains from profanity. Cooperates with peers. Refrains from violent acts or threats. Incidence of drug, alcohol, and tobacco related behaviors School attendance Students in the Keys to Innervisions program were twice as likely to graduate or return to their home school. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 1997-1998 Red River High School, Grand Forks, North Dakota Population: 43 students 14-18 years old, at-risk, special education students. Results: 19 students made the honor role (A's & B's). 41 students received passing grades. 2 students dropped out of the program. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 1998 Roosevelt Lincoln Middle School, Salina, Kansas Population: 20 eighth grade male students, all with anger management issues. KIV implemented in January 1998. Results: January-May - Zero acting out incidents - all 20 boys were transferred to high school. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 1994 Malcom X. Shabazz High School, Newark, New Jersey Population: Students were selected because they were failing 3 or more subjects and were considered discipline problems with a high-risk of dropping out of school in a school where the dropout rate is 45%. Prior to the implementation of Keys to Innervisions, these students were frequently absent from school or involved in almost daily altercations requiring some type of disciplinary action. Results: During the seven week pilot, the average attendance was 13 of the 15 students and only 2 disciplinary incidents. All adults involved in the pilot, teachers, parents, Master Facilitators for KIV, and the family therapist indicated that these students had improved their behaviors and attitudes, demonstrated social and emotional growth, and increased their ability to communicate at school and home. Students and adults all recommended the curriculum for all students. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 1988-1989 Catholic Archdiocese, Portland, Oregon Population: 9 schools, 17 classes, grades 6-9, 314 students. Pre-test: October, 1988 Post-test: March, 1989. The Piers-Harris Self-Esteem Inventory and The Nowicki/Strickland Locus of Control Scale. Results: Teachers reported changes in academics, sports, classroom behavior, and peer relationships. Nowicki/Strickland: 70% of classrooms shifted toward internal control. Piers Inventory: 82% of classrooms increased in self-esteem measures. For additional research and statistical data contact Keys to Excellence, Inc. References Frank Andrews Director of Institutional Education Programs West Virginia Department of Education 304/558-8833 Frank has directed an initiative which has placed KIV in all of the educational programs within the juvenile correctional system of West Virginia. He has also been directly responsible for supporting public school implementation. As a result of the commitment of Frank and his department, a state Core Team was developed. The WV Board of Education approved all public education students credit for KIV. Christine Laquidara Educational Administrator 215-736-2669 Chris was responsible for educational services throughout the New Jersey Department of Corrections for several years. She is a Master Facilitator of KIV and has trained staff and implemented KIV in both men's and women's prisons in New Jersey and in public schools and juvenile corrections across the U.S. Shauna Jones School Counselor WV Children's Home 304/637-0278 Shauna has been a facilitator of KIV since 1995 and a Master Facilitator/Trai ner since 1997. She has delivered the curriculum in several educational sites and participated on the State KIV Core Team which developed the state implementation plan and the instructional goals and objectives for the curriculum. Janis Mayer-Obermeier President J. Mayer & Associates 732/270-1710 Janis was responsible for the training of KIV facilitators for staff of all Juvenile Justice Commission facilities. She has been responsible for the training and implementation strategies in several New Jersey public school systems. Janis is a Master Facilitator of KIV. Greg Wallace State Trial Court Administrator Supreme Court of North Dakota 701/328-4216 Greg administers 14 courts that service 53 counties. All probation staff have been trained to deliver KIV. In addition, the probation officers in many cities and towns have helped create Community Empowerment Teams, enlisting numerous community providers and schools into the delivery, implementation, and aftercare process. ND has six Master Facilitators of KIV. Mary Richter Comprehensive Health Coordinator New Jersey Juvenile Justice Commission 609-292-6952 Mary has been responsible for integrating Keys to Innervisions into Juvenile Justice programs since 1992. She is a KIV Master Facilitator and has coordinated the training of staff facilitators for state institutions.