|Improving Social and Academic Outcomes via Multi-leveled Behavioral Analytic Strategies With Youngsters At Risk and With Disabilities|
|Monday, May 28, 2012|
|3:30 PM–4:50 PM |
|618/619 (Convention Center)|
|Area: EDC/PRA; Domain: Service Delivery|
|Chair: Lefki Kourea (European University Cyprus)|
|Discussant: Lefki Kourea (European University Cyprus)|
|Abstract: This symposium presents a series of three research investigations that focused on a group of elementary-age students identified with academic and social risk markers. The symposium will present research outcomes of behavioral analytic strategies that had been implemented to this group of individuals for improving their academic and social skills. At the end of the presentations, a discussant will discuss the research procedures and results of the studies based on existing research literature. The three single-subject experimental studies focused on secondary preventative interventions, whose aim was to reduce the number of youngsters identified at risk for school failure. Students that did not respond to the primary level of prevention in the general education classroom settings had been targeted for intensive and systematic academic and social skills intervention. Hence, a sequence of multi-leveled behavioral analytic strategies had been implemented based on direct instruction approach and had included active student responding, immediate error correction, reinforcement, modeling, prompting, guided and independent practice. Limitations and implications for practice will be presented under each study.|
|Keyword(s): at risk, function-based intervention, peer tutoring, social skills|
Effects of Secondary-Level Social Skills Intervention on the Disruptive Behavior of Elementary-Age Students
|ANASTASIA MAGIDOU (Ministry of Education and Culture, Cyprus)|
This experimental study examined the effects of a function-based social skills intervention on the disruptive behavior of four at-risk students for school failure. Students were selected based on teacher nominations, parent consent, and classroom observations. An initial functional behavioral assessment was conducted to determine the function of inappropriate behavior. Functional analysis interpretations indicated a joint function of peer and teacher attention. Thus, a three-hour social skills training was designed and implemented. The function-based social skills training aimed at teaching a replacement behavior along with a self-monitoring strategy during group instruction. Data were collected during instructional and generalization settings. The dependent variables were student disruptive behavior, on-task behavior, teacher attention and student academic performance. Results showed significant reductions of inappropriate behavior, moderate increases of on-task behavior, and student performance. Minor positive changes were evident on teacher attention variable. Maintenance results indicated that students were able to demonstrate on-task behavior and maintain disruptive behavior at low levels comparable to intervention condition. Study limitations and teacher implications for practice will be discussed.
Effects of Secondary-level Repeated Readings on Student Reading Fluency and Comprehension
|IOULIA PAPANICOLAOU (Ministry of Education and Culture, Cyprus)|
This presentation will report the outcomes of an experimental study conducted with four elementary-age students identified for academic and social risk markers. The study examined the effects of a secondary-level preventative academic intervention, repeated readings, on the fluency and comprehension of at-risk learners and learners with learning disabilities. Utilizing a multiple-baseline across subjects design, students were trained in the fluency building strategy over 25 sessions. Results showed a strong functional relationship between the academic intervention and students' reading fluency and comprehension. Effect sizes were large. Study limitations and teacher implications for practice will be discussed.
Effects of Secondary-Level Peer Tutoring on Student Word Reading Accuracy and Completion
|MARIA ARGYRIDE (Ministry of Education and Culture, Cyprus)|
Continuing the emphasis on prevention and intervention in early grades, this experimental study aimed at examining the effects of a secondary-level of intervention, peer tutoring, on the word reading accuracy and completion of a group of youngsters. These youngsters were selected based on teacher nominations, parent consent, and standardized screening measures. After sampling the participants, the researchers utilized a multiple-baseline-across-subjects design to investigate student responsiveness to peer tutoring. Results showed a functional relationship between peer tutoring and word reading. Effect sizes were large. Study limitations and teacher implications for practice will be discussed.