|Implementing, Managing, and Extending Behavior-Analytic Supports in the Classroom|
|Sunday, May 27, 2012|
|3:30 PM–4:50 PM |
|Area: PRA/EDC; Domain: Service Delivery|
|Chair: Benjamin N. Witts (University of Nevada, Reno)|
|Discussant: Elizabeth Sexton (Washoe County School District)|
Behavior analysts have a very promising future in school districts. This symposium explores three areas that concern the behavior analyst currently involved, or planning to be involved with the school setting. Three primary areas of concern will impact how successful the behavior analyst will be within his or her unique school setting. First, implementation of interventions can provide surprising challenges to the behavior analyst with little experience navigating this environment. Secondly, the ability to manage the intervention with individuals not trained in behavior-analytic techniques can be troublesome, and data-based techniques of monitoring in the absence of the behavior analyst will be explored. Finally, behavior analysts must consider how to extend the effects of an intervention across persons, places, and time. Efforts to capture generalization of behavior change are discussed to provide a demonstration of this process. In addition to these topics, current trends in assessment will be explored, as they will contribute to what future behavior analysts must consider when interacting and collaborating with school-based personnel.
|Keyword(s): Collaboration, Education, School|
Managing Teacher Adherence to Behavioral Applications in the Classroom
|ERIN M. CARR (University of Nevada, Reno), Benjamin N. Witts (University of Nevada, Reno), Alisha Holder (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno), Elizabeth Sexton (Washoe County School District)|
A behavioral framework was implemented for emotionally and behaviorally disordered middle-school students in a classroom that met twice daily. The framework consisted of a level system with embedded token economy. Teacher adherence to the program was measured through 10-minute partial interval recordings of the teachers confirmation of target behaviors. Data were collected by graduate-level behavior analytic interns. The observation data were presented graphically to teachers in regularly-scheduled feedback and goal-setting meetings. During the meetings, current goals were reviewed. If the current goal was met, a new observable and measurable goal was set. If the goal was not yet met, feedback was provided regarding how to attain that goal. A positive relationship was observed between teacher adherence to the behavioral framework and feedback and goal-setting sessions. Specifically, the feedback and goal-setting sessions served to incrementally increase adherence to intervention protocols. Further, a relationship was observed between teacher adherence and an increase in appropriate student behavior, as well as a reduction in inappropriate behavior.
Achieving Generalized Behavior Change in the Classroom
|ALISHA HOLDER (University of Nevada, Reno), Benjamin N. Witts (University of Nevada, Reno), Robert M. Schienle (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno), Elizabeth Sexton (Washoe County School District)|
Behavior-analytic interns from the University of Nevada, Reno behavior analysis program collaborated with middle-school personnel to develop a supportive environment for students identified as emotionally and behaviorally disordered. The supportive environment was housed in a separate classroom for one to two periods a day. The intervention consisted of a level system with an embedded token economy, as well as teacher coaching and feedback from the interns. Staff were trained to deliver the intervention in the supportive environment, allowing for comparisons to general education classrooms where less support was provided. Results indicate that when the intervention is implemented with fidelity, generalization was observed in the less-supported general education classroom. The supported students were also behaviorally indistinguishable from their typical age peers. Further, a control classroom for emotionally and behaviorally disordered students did not have the same outcomes, indicating more problem behavior in both environments. Future directions, limitations, and additional supporting data will be explored.
The Use of FBA and What's Beyond Within the Public School Setting
|EMILY THOMAS JOHNSON (Behavior Attention and Developmental Disabilities Consultants, LLC), Sheila M. Williamson (School District of DeSoto)|
IDEA 1997 required that a FBA and BIP be created or reviewed when the child is first removed for more than 10 school days in a school year and whenever the child enrolled in special education is subjected to a disciplinary change of placement (ξ300.520(b)(1)). While the introduction of this technology as part of federal standards seemed to be a push for Behavior Analysts within the school setting, specifics regarding expertise of staff performing the FBA's and those reviewing BIP implementation were not provided. In 2004, these Amendments were again made law. A consequence of this legislation has been a development of "knowledge gaps" and misinterpretation of method and purpose of the FBA and BIP within the educational system (Ravensberg, 2005). The current presentation is focused on presenting methods for communicating FBA recommendations with educational staff and overcoming misconceptions and myths regarding the use of this technology based on experience in multiple school districts in North Mississippi. Additionally, "school-friendly" but "technologically-sound"methods for collecting data, getting "buy-in" at the student and staff levels, and the need for progress monitoring and integrity checks on implementation using case-studies will be presented.