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| School Based Interventions to Decrease Challenging Behavior and Increase Social Skills |
| Sunday, May 28, 2017 |
| 11:00 AM–11:50 AM |
| Convention Center 406/407 |
| Area: EDC/PRA; Domain: Applied Research |
| Chair: Mary Sawyer (Aubrey Daniels Institute) |
| CE Instructor: Mary Sawyer, Ph.D. |
| Abstract: This symposium will present research specific to school based interventions including interventions during the typical school day and those implemented during after school programs offered by schools. The first study evaluated a check-in/check-out intervention to improve behavior of homeless children in an after school program. Results indicated CICO was effective in decreasing problem behaviors and increasing task engagement. The second study evaluated a social skills application readily available on the internet to improve skills for children in an after school program at a school specific to children whose families are residing at a homeless shelter. Results indicated the app itself did not result in improvements in social skills but adding BST was effective in increasing social skills. The last study used a standardized model (PTR) with high school students diagnosed with EBD. Results indicated that PTR was effective in reducing problem behavior and increasing replacement behavior for the three students targeted. Implication from the results of each study will be discussed by each presenter. |
| Instruction Level: Basic |
| Keyword(s): check-in/check-out, PTR, school based, Social Skills |
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An Assessment of Check-In/Check-Out With Children who are Homeless in an After School Care Program |
| ANA CAMACHO (University of South Florida), Kimberly Crosland (University of South Florida), Leslie Singer (University of South Florida) |
| Abstract: Schoolwide Positive Behavior Interventions and Support (SWPBIS) is an approach designed to improve the correct implementation, consistent use, and maintenance of evidence-based practices related to behavior, classroom management and school discipline systems. Check-in/Check-out (CICO) is often recognized as a successful intervention in SWPBIS. However, most of the research on the use of CICO has focused on the school setting. This study provided an extension to the literature by examining the effects of the CICO program with homeless children attending an afterschool program. A non-concurrent multiple baseline across participants design was used to evaluate the CICO program effects. Students were exposed to a CICO intervention in which problem behaviors were targeted for reduction and task engagement was targeted for acquisition. Of the five participants selected for the study four participants were exposed to a CICO intervention. Results demonstrated a decrease in problem behaviors and an increase in task engagement for all four participants. |
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| An Evaluation of the Effectiveness of a Social Skills Application in an After-School Program for Children who are Homeless |
| EMILY BATON (University of South Florida), Kimberly Crosland (University of South Florida), Rocky Haynes (University of South Florida - Tampa) |
| Abstract: Researchers have found children who are homeless are twice as likely to develop learning disabilities when compared with non-homeless children and three times as likely to develop emotional and behavioral problems (Bessuk et al., 2014). Additionally, homeless children are more likely to have social skills deficits (DiBiase & Waddell, 1995; National Child Traumatic Stress Network Homelessness and Extreme Poverty Working Group, 2005), however no known research has specifically explored increasing social skill deficits among children who are homeless. The purpose of the current research was to a) extend the research on using technology to teach social skills to homeless children and b) examine the use of the Let’s Be Social application (Everyday Speech, 2015) to teach social skills with the addition of Behavioral Skills Training (BST) if needed. The results showed that participants did not demonstrate increases in targeted social skills after the introduction of the application but instead required the addition of BST. Once BST was added participants demonstrated substantial increases in all three social skills during in situ assessments. |
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Evaluating Prevent-Teach-Reinforcein a High School Setting |
| KAITLIN SULLIVAN (University of South Florida; ABA Solutions), Kimberly Crosland (University of South Florida), Leslie Singer (University of South Florida) |
| Abstract: Current research shows that schools behavior intervention plans are lacking in key components, indicating a need for a standardized model of assessment that sustains teacher adherence, acceptance, and feasibility. Prevent-Teach-Reinforce (PTR) is a model that combines the principles of applied behavior analysis and positive behavior support to provide a standardized approach to conducting a functional assessment and creating a behavior plan. Studies have indicated that PTR is effective in improving student behavior and academic engagement. The current study evaluated the use of PTR for three high school students classified as emotional behavioral disorder (EBD). Results indicated that teacher-implemented functional assessment and intervention planning through the use of PTR was effective at creating substantial reductions in problem behaviors and improvements in replacement behaviors for all three students. In addition, teachers were able to implement the interventions with high levels of fidelity, and social validity scores obtained from both the teachers and students indicated that the acceptability of the PTR procedures and results was relatively high. |
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