|
| Improving Teachers' Implementation of Behavioral Methods in Public Schools |
| Tuesday, May 29, 2007 |
| 9:00 AM–10:20 AM |
| America's Cup AB |
| Area: EDC |
| Chair: Doreen J. Ferko (California State University, Fullerton) |
| |
| Individualized Positive Behavior Support: What the Data Are Telling Us. |
| Domain: Applied Research |
| PATRICIA OLIVER (University of Colorado, Denver and Health Science Center), Edith Purcell (University of Colorado, Denver and Health Sciences Center), Rose Iovannone (University of South Florida/Florida Mental Health), Carie L. English (University of South Florida), Kathleen Christiansen (University of South Florida) |
| |
| Abstract: While there is research showing positive behavior support is effective for some students (Carr, Horner, et al., 1999; Carr, Levin, et al., 1999; Marquis, Horner, & Carr, 2000) there has been minimal evidence collected that differentiate students for whom interventions work from those for whom interventions are ineffective. The University of South Florida and the University of Colorado at Denver are collaborating to evaluate the Prevent-Teach-Reinforce (PTR) process that is based on the principles of operant learning theory (Skinner, 1953) and individual positive behavior support (Koegel, Koegel, & Dunlap, 1996; Sugai & Horner, 2002). The intervention package includes three core components: (a) preventing problem behaviors; (b) teaching new replacement behaviors or skills; and (c) reinforcing new behaviors.
The PTR project includes students between grades K-8 who exhibit chronic, intense, and/or frequent problem behavior. Outcome measures are obtained on multiple variables including teacher fidelity of implementation, behavior change, impact of contextual conditions, and progress on pro-social behaviors.
The presentation will provide participants with a description of the process, case-study examples, and data from the first year's sample. Tools and protocols used to facilitate the process will be highlighted. |
| |
| The Data Dilemma: To Collect or Not to Collect. |
| Domain: Applied Research |
| DOREEN J. FERKO (California State University, Fullerton), Judith Sylva (California State University, San Bernardino) |
| |
| Abstract: The purpose of this study was to identify the challenges that special education teachers say that they face in the classroom. with regard to using ABA technology. Two research questions were addressed (a) whether or not teachers are collecting data to address the challenges they face in the classroom (b) whether or not these data are used in addressing these challenges, specifically developing interventions. Participants were full-time teachers who were seeking their special education credentials. Results and implications of these data will be discussed. |
| |
| A Behavior Analytic Approach to Staff Training in a Public School Setting. |
| Domain: Applied Research |
| DEBORAH L. BROWN (Stanislaus County Office of Education), Andrea Duroy (Stanislaus County Office of Education) |
| |
| Abstract: Public schools are often faced with logistical problems that make ongoing or intensive training difficult. This paper will address how the authors' program has offset these problems by providing a training model for classified and certificated staff members. |
| |
|
| |