|
| Student Behavior Problems: OCD with Tourette’s; Brain Injury; Highschool SAC Class: Interventions and Metacontingencies |
| Tuesday, June 1, 2004 |
| 11:00 AM–12:20 PM |
| Gardner |
| Area: EDC/CBM; Domain: Applied Research |
| Chair: Janet Ellis (University of North Texas) |
| Abstract: Learning Objectives
To present applied data in a variety of settings
To describe effective intervention with difficult populations (children and adolescents with problematic behavior)
To present a coherent picture of the relevance of concept of the metacontingency as it applies to educational practices. |
| |
| Effects of Fluency vs. Accuracy-Only Training on Retention in Children with Brain Injury |
| CHRISTOPHER B. EWING (Timber Ridge Ranch) |
| Abstract: The effects of fluency training on retention were compared to the effects of accuracy-only training on retention in children with traumatic brain injuries. This study consists of two parts: in one effects of practice were not controlled and in the second effects of practice were controlled. Few studies have compared fluency training to accuracy-only training controlled for the effects of practice. Experimental design was an ABCA1A2A3 multiple baseline across subjects. The 3 participants in the study ranged from 13 to 16 years old. Two of the 3 participants averaged (mean average) 100% correct for fluency-trained letters during weekly retention checks compared to 68% correct for accuracy-only trained letters. The third participant averaged 90% correct for the fluency-trained letters during weekly retention checks compared to 85% correct for the accuracy-only trained letters. The mean average for duration of weekly retention checks for fluency-trained letters was 15 seconds (range 6 –32 seconds). Mean average duration for weekly retention checks for accuracy-only trained letters was 29 seconds (range 14 - 48 seconds). Reliability data was collected for 40% of sessions. Reliability averaged 98% IOA. Results suggest that fluency training promotes greater retention of material learned over time. |
| |
| School Avoidance Problem Behavior in A Student Diagnosed with OCD and Tourette’s Syndrome |
| VERONICA DELGADO (University of North Texas) |
| Abstract: BATSS was asked to work with a high school student, diagnosed as obscssive compulsive disorder (OCD) with Tourette’s Syndrome. She was on a polypharmaceutical regimen (7 medications) for anxiety and psychosis. Problem behavior was arriving late to school/missing entire school days. Not only was her mother facing legal charges (truancy), but also, the student was missing academic work and peer social interactions. Intervention consisted of baseline, intervention, fading out/parent training. BATSS trained the participant to self-monitor her own behavior using a time-based checklist. During baseline student arose 30 minutes after awakening, was late 100% of the mornings she attended school and missed school on 25% of baseline days. During intervention and fade-out, the student left the house punctually 53% and 73% of the time, respectively. During intervention, she arose within 0-25 minutes of awakening for 95% of the days and during the therapist’s fade-out, she was out of bed in 0-21 minutes on 96% of the mornings. IOA was 100% . Data suggest diagnoses of OCD and Tourette’s were not causes of, not related to her tardy behavior. |
| |
| Effects of Motivational Variables on Student Behavior in a High School Social Adjustment Classroom |
| MEDEA RAWLS (University of North Texas), Brook B. Wheetley (University of North Texas) |
| Abstract: BATSS, a consulting group working in the classrooms, implemented a motivational system in a high school Social Adjustment Classroom (SAC). This system included a token system whereby points were earned for on-task behavior, completed assignments, punctuality and accuracy of assignments. The points could be exchanged for free-time and other classroom privileges. Students could also earn “Free-Friday”, access to snack drawer, and a fishing trip by earning points and completing assignments. With the addition of “Free-Friday”, 1 student showed a 50% increase in percent of intervals scored on-task, 4 showed a decrease (ranging from 10-40%), and one maintained a rate of 98%. Addition of the snack drawer increased the percent of on-task intervals for 4 students (ranging from 10-55%), 1 showed a 10% decrease, and 1 maintained a rate of 98%. The fishing trip increased percent of intervals scored on-task for 4 students (ranging from 5-50%) and maintained a rate of 70% and 95% for 2 students. IOA for point delivery was 100%. All students increased number of assignments completed from the first 6 weeks of fall semester to the first 6 weeks of the spring semester (increase ranged from 13-60 assignments). |
| |
| Metacontingencies in Current Educational Practices: No Child Left Behind? |
| JANET ELLIS (University of North Texas) |
| Abstract: Metacontingencies, contingent relations between cultural practices and outcomes of those practices, account maintenance of cultural units called permaclonic systems, evolving behavioral environments by which humans are enculturated. Educational practices emerge from permaclonic systems. The mandates of federal agencies affect local educational practices. The data herein has been reported in local and national news and reflect impact of new rules generated by government agencies/permaclonic systems. The data describe local contingencies resulting from federal educational rulings. Contingencies generated by federal rules include: By 2005-06 teachers in middle and high school must be “highly qualified”—i.e., have college major in each subject they teach. But low salaries, layoffs and long hours have resulted in teacher shortages—sample outcome: a PhD in Animal Nutrition teaching a social adjustment class in a middle school. For funding reauthorization, Head Start must administer a 15-20 minute standardized test to 912,342 children assessing their basic literacy and math skills. Low scoring locations will result in lowered federal funding. Texas reported school dropout rates at 3173; whereas, federal rates indicated 9180. Local data are being generated to avoid losing current state/federal funding. |
|
| |