Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


38th Annual Convention; Seattle, WA; 2012

Event Details

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Symposium #136
CE Offered: BACB
Meeting Learning Challenges With Applied Behavior Analysis Tools for Teachers
Sunday, May 27, 2012
9:00 AM–10:20 AM
616/617 (Convention Center)
Area: EDC/TBA; Domain: Service Delivery
Chair: Daniel E. Hursh (West Virginia University)
Discussant: L. Keith Miller (University of Kansas)
CE Instructor: Daniel E. Hursh, Ph.D.

One of the main reasons many new teachers leave the profession within 5 years is their lack of preparation to deal effectively with learning challenges. This symposium focuses on ways applied behavior analysis (ABA) training for teachers informs solutions for the many learning challenges faced by general and special education teachers in public schools. Applied behavior analysis has established numerous tactics for meeting most of these learning challenges. While there are notable examples of teacher preservice and in-service training programs that integrate ABA training most teachers enter the field without the benefit of such training. The 3 presentations in this symposium bring together the work of 3 different research and training efforts to address this gap. The first focuses on teacher interview data regarding the challenges of teaching in general education classrooms that include students with special needs. It concludes with ways these data can inform the development of ABA tools for general education teachers. The second presentation focuses on how the collection of screening data can be used to assure that appropriate levels of behavioral supports are provided for students. The third presentation focuses on improving outcomes for students and preservice teachers through partnerships with public schools.

Keyword(s): Collaboration, Needs Assessment, Screening, Teacher Training

Teachers' Stress Level and Students' Behavior Problems: Informing ABA Training for General Education Teachers

DANA CIHELKOVA (West Virginia University), Brandi S. Weekley (West Virginia University), Daniel E. Hursh (West Virginia University), Reagan P. Curtis (West Virgina University), Vicci Tucci (Tucci Learning Solutions, Inc.)

One of the greatest difficulties faced by general education teachers is an assortment of behavioral problems. Teachers do not have any formal training that will permit them to (a) understand basic behavioral principles, (b) analyze the function of behavior, and (c) apply an appropriate behavioral strategy. The Competent Learner Model is based on applied behavior analysis and includes a course of study that coaches teachers to mastery of the knowledge and skills to effectively manage classroom behavior. The course was designed for special education classrooms so differences in the repertoires of students served in general education classrooms may require modifications of the course of study to make it effective there. In order to base such modifications on what challenges general education teachers face, we interviewed general education teachers to hear their descriptions of stress levels while dealing with students' misbehavior, satisfaction with students' participation, and perceptions of students' most frequent behavioral problems. The semistandardized interviews were conducted with 16 teachers. The data collected were analyzed via thematic content analysis, comparative analysis, logical analysis, and descriptive statistics. The study led to specific suggestions for modification of the Competent Learner Model Course of Study.


Using Systematic Screening Data to Connect Students With Tier 2 and Tier 3 Supports

KATHLEEN LYNN LANE (University of North Carolina)

In this presentation we address the general education teacher's role in using systematic screening data to connect students with Tier 2 and Tier 3 supports within the context of 3-tiered models of prevention. Specifically, we will present findings from a series of studies conducted demonstrating how data from behavior screening tools (e.g., Student Risk Screening Scale; Drummond, 1994) have been used in conjunction with other data collected as part of regular school practices to detect students for whom primary prevention efforts are insufficient. We provide 2 illustrations of how single case methodology has been used to evaluate Tier 2 (low-intensity strategy interventions to improve academic performance) and Tier 3 (functional assessment-based interventions) interventions for these nonresponsive students. During this presentation, we will emphasize the importance of (a) employing scientifically rigorous designs adhering to core quality indicators of single case methodology (Horner et al., 2005), and (b) attending to feasibility issues when designing Tier 2 and 3 supports, given the multiple demands place on general education teachers (Lane, Kalberg, & Menzies, 2009).


Infusing ABA: Improving Outcomes for Pupils and Preservice Teachers Through Partnerships With Public Schools

KATHERINE J. MITCHEM (California University of Pennsylvania), Kalie Kossar (California University of Pennsylvania)

This paper describes an innovative collaboration with a high need school district that provides opportunities for teacher candidates, university faculty, and public school teachers to collaborate to provide assessment-based instruction and support to K-8 at risk pupils. As part of a federally funded preservice training improvement program, special education faculty redesigned the field component of the teacher preparation program to enhance candidate use and analysis of evidence-based practices and provide needed resources to a local school district. Candidates learn how to identify and locate high quality research-based practices and then work with another candidate and a mentor teacher and other faculty in their field placements: (1) identifying specific instructional or behavioral needs within the school, (2) critically selecting research-based interventions to address the need, and (3) collaborating with others to integrate the selected interventions in current systems respectfully. Pupil outcome data collected in these activities highlight the positive impact of programming on pupil performance. Leveraging resources has resulted in shared professional development activities, research opportunities for students, and collaborative grant writing efforts.




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