Association for Behavior Analysis International

This case study was conducted to increase word recognition of the participant, "Peter," an adolescent with mental retardation using a model-spell-test procedure along with Reading Mastery curriculum and flashcard practice. Throughout the study the researchers utilized the data to make decisions regarding treatment strategies as seem by the temporary returned to baseline in Set 1 after the completion the Reading Mastery lessons. This return to baseline indicated that Peter had not reached mastery of Set 1 words; therefore, another teaching strategy (flashcard practice) was implemented across all sets. After an increasing and/or stable trend was established intervention began on the next set of words. The results showed the implementation of Reading Mastery to be effective at increasing word identification. Once lessons were complete a flashcard practice procedure was used to assist with maintenance of word recognition. The success of the study was demonstrated through Peter's post–test scores, increasing from an average of7 words correct out of 40 on the pretest to an average of 39 out of 40 words correct on the post–test.

This study was designed to evaluate the model lead test procedure for effectiveness in teaching sounds and words to a 13-year-old boy with moderate disabilities in his middle school self-contained classroom. The participant had no reading skills prior to this study and since reading is a necessary skill in everyday life this topic was targeted by the researcher for change. In this procedure, the researcher modeled, prompted the participant to say it in unison with the researcher, and then asked the participant to say it independently. In addition a repeated sound out procedure, in which the participant was asked to sound out the word multiple times increasing in speed from one trial to the next, was used in order to teach words. The results showed an immediate increase in the number of correct sounds in set one upon implementation of the model lead test procedure, while in the second set there was a gradual increase in the number of sounds correct. The model lead test procedure with repeated sound out was also effective at teaching words as evident in the progressive increase of correct words in set one and rapid increase in set two words. Overall, the study showed that for individuals with little or no reading skills, the model lead test procedure in addition to a repeated sound out procedure was an effective method.

This case study utilized a structural analysis to determine possible causes for the participants aberrant behaviors. The assessment utilizing a functional behavior assessment manipulated easy and hard math tasks as determined by the classroom teacher. The results of the structural analysis indicated "inappropriate" behaviors were due to difficulty of assignments. Next, the researchers assessed mathematical skill level in order to provide appropriate classwork. The researchers determined that the participant's general classroom assignments we well above her instructional level and then adjusted her work to match the identified instructional level. The researchers found that when the participant was given work at her instructional level aberrant behaviors decreased and therefore focused on instructional strategies and increased instructional performance. The researchers then implemented a strategy-model-test (SMT) procedure to teach her skills pertaining to addition/subtraction, multiplication, and division of positive and negative integers. Results from the SMT procedure illustrated an increase in math skills. An additional benefit of the study was that it enabled the participant to generalize the strategies that were introduced in this study, over all three sets. The generalization effect was noted when reviewing the data on Figure 2. It was noted that the scores in Set 3 begin to increase once the SMT method began in Set 2.

The purpose of the present study was to evaluate the effects of the Math Racetrack and Model/Lead/Test procedures on the accuracy of rational counting from 1-10 by two preschool special education students. A multiple baseline design across three sets of target numbers to be counted was used to evaluate the combination of the Math Racetrack and Model/Lead/Test procedures. The sets included counting 1-4, counting 5-7, and counting 8-10. There was a clear functional relationship between the Math Racetrack and Model/Lead/Test procedures and increases in the accuracy of counting by both children. The procedures used were inexpensive and required little time or effort to implement.

The purpose of this study was to evaluate if the effects of the Direct Instruction Flashcard procedure on (1) the accuracy of identifying lowercase letters by a 3-year-old male with developmental delays and (2) on the accuracy of reading sight words by a 9-year-old male with developmental delays in a special education classroom setting. A single-subject multiple baseline design across three sets of words and three sets of lowercase letters were used to evaluate the effectiveness of the intervention. A clear functional relationship was shown between the Direct Instruction Flashcard procedure and improvements in identifying letters by the 3-year-old boy and in oral reading of sight words by the 9-year-old boy. The procedure was cost effective and required little training to implement.

The purpose of this study was to determine if a ten-year-old girl with a learning disability and an at-risk 8-year-old boy could master math facts using the Direct Instruction Flashcard and Math Racetrack procedures. During each session, both students were presented with 15 subtraction facts on flashcards and were given 2 seconds to say the correct statement and answer. After this process was completed, the students were then presented with the Math Racetrack, a track consisting of 28 different subtraction facts. The child had to verbalize each fact along with the correct answer as quickly as possible. A clear functional relationship was shown between the Direct Instruction and Math Racetrack procedures and an increase in the number of subtraction facts answered correctly. At the end of the study, both students had increased their accuracy in answering the subtraction facts to 70. The procedure was cost effective and required little training to supplement.

There has been considerable emphasis on indirect functional behavior assessments in school settings. Although the most likely candidates for conducting these assessments are teachers and paraprofessionals, little research has evaluated the reliability of indirect assessment methods in school settings by personnel with diverse educational backgrounds. Various assessment scales have been published, such as the Questions About Behavioral Function (QABF). The QABF has not been studied in a school setting even though psychometric evidence suggests it is a viable indirect assessment of the functions of a variety of problem behaviors across settings and disabilities. The purpose of this study was to further examine the reliability of the QABF in a school setting conducted by teachers and paraprofessionals. Overall, results of this study suggest that the QABF has low to moderate inter-rater reliability and internal consistency for identifying functions of problem behavior in school settings. Factors that may have contributed to this outcome are discussed, including suggestions for future research using rating scales in school settings.

Functional behavioral assessment (FBA) and behavior intervention plans (BIPs) are mandated through federal law and there is considerable evidence that these practices can improve the behavior and academic functioning of students with problem behavior. In this qualitative study, semi-structured interviews were conducted with students to determine their views on their school functioning, teacher practices, and general well-being at school, before and after function-based BIPs were implemented. These students were four boys with ADHD, 7 to 14 years old, with long-term behavior problems that were in some cases alleviated through the use of function-based BIPs. In addition, their parents as well as teachers and administrators in their schools were interviewed to determine their perspectives on FBA and BIPs practices. Findings revealed a generally positive view on function-based BIPs. Students and parents felt that the function-based BIPs had helped the students to improve their social and acdemic functioning at school. Teachers expressed that FBAs and BIPs were effective practices, but found them somewhat time-consuming and at times difficult to implement in inclusive settings. School administrators emphasized that the key to success was the teachers positive attitude and consistent implementation of the function-based BIPs. Limitations and implications of these findings are discussed.

This study explored students perspective on attending a special school for students with severe behavioral difficulties and examined the effects of Aggression Replacement Training (ART) on their anger management, social skills and moral reasoning. Both quantitative and qualitative methods were used. Participants were ten students of a special school for students with behavioral and/or emotional difficulties. Most participants had diagnoses of attention deficit hyperactivity disorder, oppositional defiant disorder and/or had symptoms of depression and/or anxiety. Teachers were asked to rate social skills of students with Goldstein & McGinnis (1997) rating scale. Students were asked what they would do in anger-provoking situations, and to describe steps in performing particular social skills. After four months in the special school, including ten weeks of ART, the evaluation was repeated. Findings indicate that teachers found their students to be more organized, but no other significant differences emerged on the rating scales. However, students had more knowledge of social skills (d = 0.75) and knew more ways of dealing with anger (d = 0.71). The majority of students expressed that ART had helped them, and spoke of increased anger control. Most students indicated that they were unhappy at the special school, but the majority said that they had experienced ART positively.

Functional Behavioral Assessment (FBA) and Behavior Support Plans (BSP) are evidence-based practices for dealing with behavior difficulties of children with behavior problems, recommended by professional associations and part of the Individuals with Disabilities Education Act from 1997 and 2004. Lectures and supervised training in conducting FBA and implementing BSPs have been part of an elective course on Emotional and Behavioral Difficulties (EBD) at the School of Education, University of Iceland since 2009. Over hundred graduate students have taken the course, most of them pursuing a master degree in special education. Enrolled students have received 18 class hours on applied behavior analysis, 16 class hours on EBD in addition to specific instructions and feedback on conducting FBAs, designing and implementing BSPs with students with behavioral difficulties. Results are presented on repeated behavior measures on students in elementary or secondary school with a long history of behavior problems. After FBAs and BSPs were implemented a significant decrease in disruptive and aggressive behaviors was observed along with considerable increase in active class participation of the students. Implications and future research are discussed.

Functional behavioral assessment (FBA) can facilitate the development of effective behavior intervention plans (BIPs). This study assessed the effects of increasingly demanding versions of function -based BIPs on students disruptive and on-task behaviors. Four male students with ADHD and long-term behavior problems participated in a team-based assessment and intervention process. The students were in 2nd to 3rd grade in two elementary schools and their teachers took part in constructing and implementing the function-based BIPs along with special education teachers and a behavioral consultant. For each student, four to seven versions of BIPs were created over the course of 6 to 13 weeks with gradually increasing demands to foster endurance and independent skills. Single subject ABAB multiple baseline designs over participants were used to demonstrate a functional relationship between BIPs and students disruptive and on-task behaviors in general education settings. Results showed that on-task behavior increased from an average of 56% during baseline (A) to 85% during intervention phases (B) and that the frequency of disruptive behavior decreased from on average of 24 per 20 min sessions during baseline to an average of 7 per 20 min sessions during intervention phases. Large effect sizes were observed. Limitations and implications are discussed.

School age students at the Judge Rotenberg Center complete bi-annual testing to determine if progress is being made in the areas of reading decoding, spelling, math computation and reading comprehension. We will be showing our data for each subject area over the past three years. Discussion of the teaching methodology (precision teaching) for each subject area will be included, as will how this methodology affected academic gains over time.

Some recent research has raised the paraphrase as a promoting factor of reading comprehension. The paraphrase implies where the original idea is integrated expanding or restructuring the background, leaning on a vocabulary and grammatical organizers learned from past experiences, including references. The importance of this study is to show the interaction between participants' verbal ability (vocabulary, reading, antonyms, and the paraphrase). A random selection of group of psychology students of the first courses was conducted. The materials were a test standardized on verbal ability and the summary of a theoretical article made by the participants. The test of verbal ability was described in relation to the established instructions and the summary was analyzed with base to the types of paraphrase (synonymic, syntactical, synonymic-syntactical, and total reconstruction). The results were analyzed descriptively using as a primary measure achievements both in test standardized on verbal ability and the summary. The results show that students more often emit low levels of verbal ability and low levels of paraphrase when they identify textually the information in the paper. The main finding of this study identifies an interaction between verbal ability and paraphrase. This means that the students require of training in the paraphrase.

The purpose of the current study was to determine the efficacy of a social script on decreasing bullying behaviors implemented in a regular education first grade classroom. Bullying can begin as early as preschool and the effects can be detrimental (Craig, Pepler, & Atlas, 2000). Thus, research in early intervention measures is warranted. Social scripts, based on social stories, are intended to provide scripts to individuals who may lack the strategies to handle specific social situations. Based on researchthat has found social stories to effectively address social deficits, it is likely that similar strategies may be successful as an intervention for more typical and widespread behavior, such as bullying. This study examines three uses for a social scriptthat have not yet been established in the literature: (1) the use of a script as an intervention for typically developing children, (2) a script as an intervention for bullying, and (3) the use of a group-wide script intervention as opposed to the traditional individualized version. The implementation of a social script about being a good friend was accompanied by a decrease in bullying behavior, indicating a strategythat may be effective in preventing future bullying from occurring.