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| Data-Based Case Studies in Applied Settings |
| Sunday, May 30, 2004 |
| 9:00 AM–10:20 AM |
| Clarendon |
| Area: EDC; Domain: Applied Research |
| Chair: Benjamin Lignugaris/Kraft (Utah State University) |
| Discussant: Daniel E. Hursh (West Virginia University) |
| Abstract: . |
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| Using a Lottery System During Middle School Study Hall to Increase Students’ On-Task Behavior |
| MELINA ALEXANDER (Utah State University), Brett Markum (Utah State University), Benjamin Lignugaris/Kraft (Utah State University) |
| Abstract: This article looks at the effects of a lottery system in a middle school resource supervised studies class. In this case a lottery system was designed to improve on-task behavior. Three students were targeted for this intervention, however all members of the class participated. Two of the target students were seventh graders classified as having a learning disability and one student was an eighth grader classified as having a behavior disorder. The results indicated that on-task behavior increased for each participant during intervention phases and decreased when the intervention was withdrawn. Data were also collected regarding teacher-student contacts, and students were asked to complete a survey regarding their opinions of the lottery. |
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| Paraprofessional Intervention Package To Improve Curriculum Delivery and Effectiveness Within an Early Childhood Education Classroom |
| RICHARD E. LAITINEN (Tucci Learning Solutions, Inc.), Daniel E. Hursh (West Virginia University), Vicci Tucci (Tucci Learning Solutions, Inc.) |
| Abstract: The present study investigated the impact of a systematic staff performance program on the delivery of curriculum and lesson formats within an Early Childhood Education program for young children with disabilities. The intervention package consisted of posted classroom schedules, job duty and responsibility analysis and explication, individual performance checks and performance feedback, and performance cueing by the classroom teacher. Data was collected on classroom climate, staff delivery of scheduled curriculum and lesson formats, student rates of learning, and staff satisfaction. The portability and practicality of these procedures in public school early education classrooms will be discussed. |
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| A Practical Approach to Functional Behavioral Assessment in a Public School: Successes and Limitations |
| BRYAN J. DAVEY (Utah State University), Benjamin Lignugaris/Kraft (Utah State University) |
| Abstract: A functional behavioral assessment was conducted to identify the maintaining function(s) of aberrant behaviors displayed by a 6-year–old diagnosed with multiple disabilities. The assessment included indirect and direct measures such as interviews, rating scales, and antecedent, behavior, consequence (A-B-C) charting. These assessments allowed the teacher to tentatively identify the maintaining functions of the aberrant behaviors. Due to the need to begin intervention as quickly as possible, a complete functional analysis was not conducted. Instead, treatment was initiated quickly based on an abbreviated analysis. The results showed decrease rates of aberrant behavior following the functional assessment; however, occurrences of aberrant behavior were not eliminated. Additional analyses suggested that changes in routine may create high demand situations that act as setting events for aberrant behavior. The results are discussed in terms of developing strategies for identifying events at home and in the community that may influence the occurrence of aberrant behavior. |
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