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

Previous Page


Paper Session #465
Improving Behavior and Academic Performance in Elementary School
Tuesday, May 29, 2012
10:30 AM–11:50 AM
611 (Convention Center)
Area: EDC
Chair: Melissa Becquet (Université Lille3)

Effects of Three Strategies of Instructions With an Errorless Learning to Increase Student Participation and Improve Academic Performance

Domain: Applied Research
MELISSA BECQUET (Université Lille3), Vinca Riviere (Universite Lille 3), Justine Jouault (Université Lille3), Sophie Verhaege (Université Lille3)

Active participation and academic performance were studied in a classroom with typical children aged from 4 to 6 years-old. Three strategies were used to learn an academic activity with an errorless learning. These strategies were: hand rising, response cards, and automatic response system (moby system). Group contingencies were added during each strategy to increase student participation in an academic activity. In classroom, it is important to encourage active responses from students, in order to increase the efficiency of teaching and improve academic performances. Response cards and response system allow to respond in the same time for all of students for a common instruction. Each student can be evaluated several times a day. Teachers can evaluate quickly and can have a direct feedback on student's performance. For this study, results for 30 children were observed but we identified 5 children with difficulties for academic activity. We observed an increasing of academic performances after teaching in post-test. During teaching, these 3 strategies showed an increasing of academic performances and active response. Student's participation is higher for both strategies.


Broadening the Scope of Functional Behavioral Assessment in Regular Classrooms

Domain: Applied Research
CHIHARU BABA (Kwansei Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University)

The use of functional behavioral assessment (FBA) and the implementation of assessment-based interventions have been spreading to natural settings such as regular classrooms with consistently positive outcomes (Ervin et al., 2001). In this presentation, we identify emerging themes for the practical and broadening application of FBAs in regular classrooms. In our systematic literature review of 33 FBA studies conducted in regular classrooms (Baba, Noguchi, & Tanaka-Matsumi, 2011), "out-of seat," "talking without permission," and "aggression" were frequently reported as target behaviors. In comparison, an analysis of ABC behavioral observation reports infirst andsecond grade regular classrooms of2 Japanese public elementary schools for two school years (Baba, & Tanaka-Matsumi, 2011a) revealed "failure to follow instructions/tasks" and "playing with hands/materials" as frequent problem behaviors. Although these behaviors do not typically interfere with the conduct of class, Japanese teachers are increasingly concerned with assisting children exhibiting "silent" problem behaviors. We (Baba & Tanaka-Matsumi, 2011b) have implemented an antecedent assessment-based intervention of gaining attention of the student prior to delivering whole-class teacher instructions and effectively decreased "inattentive behaviors" of a first grader. We find further assessments helpful for modifying a wide range of behaviors in the naturalistic school environment.


A Personalized System of Instruction in a K-8 School

Domain: Theory
FRANCIS MECHNER (The Mechner Foundation)

For the past 3 years, the Queens Paideia School (QPS) has been demonstrating a personalized system of instruction, a successor of the system introduced at the Paideia School, which operated in Armonk, NY, from 1969 to 1974. Seventeen students ranging in age from 5 to 14 advance at their own best pace through personalized learning plans that consist of behaviorally defined learning objectives. Some of the objectives are drawn from a comprehensive computerized "knowledge base" adapted from various existing curricula, and others were generated by the QPS staff. They cover the standard academic subjects, as well as social skills, self-management skills, learning skills, and thinking skills. The science objectives include inquiry and experimentation skills. The social studies objectives relate to multiple strands of world history and culture. The mixed age grouping generates interactions similar to those that occur in families and the outside world, and creates ample opportunities for QPS's 3 teachers to shape social and interpersonal skills by means of immediate pinpointed feedback. Since many of the social and self-management objectives require self-observation, students become skilled at observing and registering their own behavior. Within one year, most students begin to function as independent learners motivated by curiosity and a desire to understand the world.

Positive Behavior Support at the Tertiary Level: Red Zone Strategies
Domain: Service Delivery
LAURA A. RIFFEL (Behavior Doctor Seminars)
Abstract: This presentation will focus on individual interventions for students with ADHD, Oppositional Defiant Disorder, Learning Disabilities, and Autism. Positive Interventions and Effective Strategies for the students who tend to disrupt the learning of others. This presentation will share a new tool available for free that will graph antecedent, behavior, and consequence data. The tool is very user friendly and will graph day of the week, time of day, antecedents, contexts, consequences, and data related to the behavior. This presentation will also share ideas for children with Attention Deficit Hyperactivity Disorder (ADHD) frequently have behaviors that impede their learning or that of others. Many educators struggle with having enough tools in their repertoire to provide physical and emotionEal outlets for these children in ways that promote learning and keep them engaged in their academic tasks. This presentation will focus on teacher tested techniques for impulsivity and sensory integration. Many parents are hesitant to pursue medication for ADHD, which leaves teachers with the need for interventions they can use in the classroom. Children with ADHD need proprioceptive input which is why they have difficulty sitting in their chairs for long periods of time. This presentation will focus on proactive environmental strategies for rearranging the environment, providing sensory integration, and helping students self-regulate their own behavior. This workshop will incorporate strategies from the field of learning disabilities instruction. Accommodations are modifications in the technique of how tasks are presented which permit children with learning disabilities to carry out the same assignments as the other students in the class. Accommodations do not alter the substance of the assignments, give students an unfair advantage, or in the case of assessments, change what a test will measure. They do enable students with learning disabilities to demonstrate what they know without being impeded by their disability. This training will also focus on strategies for learners who are non-compliant or oppositional. Participants will learn relationship building techniques that have been proven effective. Successful strategies implemented at an alternative school will be shared. Finally, participants will learn visual strategies that have proven effective with learns with autism.



Back to Top
Modifed by Eddie Soh