Association for Behavior Analysis International

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39th Annual Convention; Minneapolis, MN; 2013

Event Details


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Symposium #26
Matching Academic Intervention to Results of Experimental Analysis: Principles, Theories, and Procedures
Saturday, May 25, 2013
1:00 PM–2:20 PM
M100 B-C (Convention Center)
Area: EDC/EAB; Domain: Applied Research
Chair: Stephanie Snidarich (University of Minnesota)
Discussant: Edward J. Daly III (University of Nebraska-Lincoln)
Abstract:

When a student is not successful, the behavioral approach involves identifying environmental variables that, when altered, result in improved academic performance. Similar to functional analysis of problem behavior, experimental analysis of academic performance is designed to identify variables that are functionally related to academic performance and then incorporate the relevant variables into intervention. Three papers will be presented in this symposium, each demonstrating the process of matching intervention to the results of an experimental analysis. Kelly Schieltz will present the first paper on the role of establishing operations and negative reinforcement on academic and problem behavior. The second paper will illustrate experimental analyses designed to test hypotheses pertaining to the acquisition, retention, and generalization of reading skills and will be presented by Stephanie Snidarich. Sam Thompson will present the third paper on a comparison of two sight-word reading strategies. In all presentations, implications for instructional practice and directions for future research will be discussed. Finally, Ed Daly will serve as discussant.

Keyword(s): academic performance, experimental analysis, instructional strategies
 

Effects of Motivating Operations on Academic Performance and Problem Behavior Maintained by Escape From Academic Tasks

KELLY M. SCHIELTZ (University of Iowa), David P. Wacker (University of Iowa), Alyssa N. Suess (University of Iowa)
Abstract:

The purpose of this study was to evaluate whether improvements in academic performance produced collateral decreases in problem behavior. Cade was a 7 year old male diagnosed with Charge Syndrome. His primary communication was sign language with emerging vocal communication. Primary behavioral concerns were refusal to engage in writing tasks, aggression, and property destruction. All procedures were conducted in an outpatient clinic. Interobserver agreement was assessed across 38% of sessions and averaged 94%. During Phase 1, a brief functional analysis was conducted within a multielement design. Results (Figure 1, top left panel) suggested that problem behavior during a writing task was maintained by negative reinforcement. During Phase 2, a motivating operations analysis was conducted within a multielement design to determine the effects of three instructional strategies on negatively reinforced problem behavior during a writing task. Results showed that high levels of problem behavior (top right panel) and low levels of academic performance (bottom right panel) occurred during copying and copying with PG. In contrast, problem behavior occurred at zero or near zero levels and academic performance increased during dictating. These results suggested that problem behavior may be a result of a skill problem rather than a motivational problem.

 

Testing Hypotheses Pertaining to Acquisition, Retention, and Generalization Within a Brief Experimental Analysis of Reading Skills

STEPHANIE SNIDARICH (University of Minnesota), Jennifer J. McComas (University of Minnesota), Matthew Burns (University of Minnesota)
Abstract:

Brief experimental analyses of behavior have tested one or more hypotheses proposed by Daly et al., in 1997: (1) the task is too hard, (2) the student has not had enough help, (3) the student has not had to do it that way before, (4) the student has not spent enough time doing it, and (5) the student is not motivated. However, there are occasionally cases where despite each of these hypotheses being addressed in comprehensive instruction, the student is still not demonstrating desired academic performance. In these cases, it is plausible that a different set of hypotheses need to be considered. In the process of learning, individuals begin in the acquisition phase, then proceed to the maintenance (or retention), before moving into the generalization phase. It is plausible that interventions tailored to these three phases of learning could be identified, tested within a brief experimental analysis, and implemented to improve academic performance. This presentation will include a data set to illustrate an analysis of problems with acquisition, retention, and generalization. Implications for practice and future directions for research will be discussed.

 

A Comparison of Two Sight-Word Instructional Strategies for an Adult Non-reader With Intellectual Disability and Down Syndrome

SAMUEL THOMPSON (Texas Tech University), Laura Melton Grubb (Texas Tech University), David M. Richman (Texas Tech University), Amanda Bosch (Texas Tech University), Isabel Garza (Burkhart Center for Autism Education and Research)
Abstract:

Strategic Incremental Rehearsal (SIR) is effective for teaching sight-word acquisition, but very little research has been conducted comparing the efficiency of SIR to ongoing instructional strategies in the natural environment. Experimental analysis of sight word acquisition via an alternating treatments design was conducted with a 23-year-old woman with Down syndrome who could not read. SIR was compared to Current Reading Instruction (CRI) utilized in a classroom for young adults with intellectual disorders transitioning from high school to work or post-secondary education. CRI procedures included touch prompts (touch the word bat), echoic prompts (say bat), textual prompts (read the word), and sentence reading. SIR procedures included textual prompts on flash cards, praise contingent on correct responding, and corrective feedback contingent on incorrect responding. Results indicated that SIR was associated with more rapid acquisition of sight words compared to CRI. Directions for future research on modifications to SIR that may increase the rate of sight word acquisition will be discussed.

 

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