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| Behavioral Consultation in Education: From District Partnership to Classroom Management to Individual Programming-Applications from the Field |
| Saturday, May 29, 2004 |
| 1:00 PM–2:20 PM |
| Clarendon |
| Area: EDC; Domain: Applied Research |
| Chair: Donald A. Wachelka (Quality Behavioral Outcomes) |
| Discussant: Maxin Reiss (Behavior Management Consultants, Inc.) |
| Abstract: Behavioral Consultation in Education: From District Partnership to Classroom Management to Individual Programming-Applications from the Field |
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| Creating a Partnership with Special Education: A Relationship Essential for Influencing District Wide Behavior Change |
| DONALD A. WACHELKA (Quality Behavioral Outcomes) |
| Abstract: Behavioral consultation in the classroom for individual students can have limited effectiveness if teachers and program staff do not "buy in" or feel the need to implement specific behavioral treatments. Effective treatments can be minimized further if administrators do not support the increased response efforts often required of their special education teachers. This presentation will review strategies for creating partnerships with district personnel while using these relationships to create a vision and plan of action for cost efficient and effective behavioral services. |
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| The Use of Weekly Auctions and Performance Portfolios to Accelerate Pro-Social Behavior in the Classroom |
| AMY L. CHRISTENSEN (Quality Behavioral Outcomes), Ralph N. Pampino (Quality Behavioral Outcomes), Donald A. Wachelka (Quality Behavioral Outcomes) |
| Abstract: To further apply the principles of behavior analysis within school settings, we examined the effectiveness of a token economy, graphed feedback, and a classroom wide auction across three classroom environments. Each classroom was selected for the study based on the large percentage of students with behavioral excesses and deficits. Data were collected on student productivity and percent compliance in an effort to assess the effectiveness of behavioral strategies on student behavior. Additionally, treatment integrity checks were conducted to ensure staff compliance with each component of the intervention package. Results indicated that the token economy, graphed feedback, and the classroom wide auction were successful in increasing percent compliance and productivity across all classroom settings. |
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| Supplementing Token Economies with a Time-In Program |
| JENNIFER E. MACDONALD (Quality Behavioral Outcomes), Trista Rajaratnam (Quality Behavioral Outcomes), Donald A. Wachelka (Quality Behavioral Outcomes), Ralph N. Pampino (Quality Behavioral Outcomes) |
| Abstract: The Token Economy is a well-developed and well-researched behavior change system (Cooper, Heron, & Heward, 1987.) In a Northern California behavioral consulting company, a novel version of the token economy system has been developed and field-tested. The system combines a reinforcement system (i.e., students use tokens to gain access to picks from a “Grab bag”) with a Time In component (i.e., students may only earn tokens during Time In). Time in is represented visually by a card or puzzle-picture, and Time Out is represented by the removal of the card or puzzle pieces. Benefits of system include reinforcement integrity, supports to assist “learner” with subtle discriminations, and minimization of problems associated with response costs and removal Time Out systems. Outcome data from three clients will be presented. |
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