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| Int'l Symposium - Applying Sequential and Matching Analysis |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Constitution A |
| Area: DDA/TPC; Domain: Applied Research |
| Chair: Frank J. Symons (University of Minnesota) |
| Abstract: . |
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| Sequential and Matching Analysis of Destructive and Pro-social Verbal Behavior |
| JENNIFER J. MCCOMAS (University of Minnesota), John D Hoch (University of Minnesota), Frank J. Symons (University of Minnesota) |
| Abstract: We examined the occurrence of destructive and pro-social verbal behavior of a 12 year old girl diagnosed with adjustment disorder with depressive and behavioral features and ADHD. Direct observation data were collected using hand-held computers daily for 5 days in the girl’s foster home during the 90 minutes before school. Sequential analyses were conducted of the occurrence of the girl’s destructive behavior and her foster mother’s negative verbalizations as well as the girl’s pro-social verbal behavior and her mother’s positive verbalizations. The data were analyzed using the proportion-based matching equation to examine whether the girl was allocating her behavior according to her foster mother’s attention. Results suggest that 94% of the variance in the girl’s behavior was accounted for by her foster mother’s attention. Inter-observer agreement was collected in-situ on 20% of the sessions and averaged 77% for the dependent variables and 82% for the independent variables. Findings are discussed in terms of the utility of collecting real time data on complex social behavior in natural settings and basing interventions directly on descriptive data analytic techniques. |
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| Applying Lag Sequential Analysis to Predict Student Troubling Behavior and Escalations by Teacher Instructional and Behavior Support Practices |
| BENJAMIN W. SMITH (University of Texas at Austin) |
| Abstract: The results of several studies that used real time data collection methodology and lag sequential analysis procedures to investigate the relationship between teacher behavior (both academic and behavioral support practices) and student behavior are presented. Specifically, the relationship between teacher instructional (directions, questions, prompts) and behavioral support (redirection, threats, physical contact, and assigning punishment) behavior, and student use of appropriate and inappropriate behaviors (with varying levels of intensity) were documented. Teacher use of ‘best practice’ was related to student appropriate behavior, while teacher use of coercive and negative behaviors were related to student escalations and longer duration episodes of troubling behavior. |
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| Behaviour Disorder and Acquired Brain Injury: An Applied Behaviour Analytic Approach Using Lag Sequential Analysis |
| BARZAN RAHMAN (University of Birmingham), Christopher Oliver (University of Birmingham), Nick Alderman (University of Birmingham) |
| Abstract: Victims of acquired brain injured may present with severe behavioral difficulties, which can hinder effective rehabilitation. The notion that challenging behaviors may serve a functional purpose has been clearly articulated within the field of intellectually disabilities. Given the similarities in behavioral disorders exhibited by some with developmental disabilities and brain injury, it was proposed that methods of descriptive functional analysis would be applicable in the field of acquired brain injury. The aims of the study were to decipher the behavioral functions of verbal and physical aggression of three severely brain-injured patients during post-acute rehabilitative treatment. Staff members completed questionnaires and were interviewed to provide preliminary analyses of participants' behavioral repertoires. Eight hours of live observational data were collected for each participant using a handheld computer, which facilitated the recording of continuous behavior streams in real time. Time-based lag sequential analysis was conducted on the behaviors. For each participant behavioral function was evident and the streams of behavior evidenced a high degree of organization. Implications for future research and the clinical utility of the approach to inform and individualize intervention strategies are discussed. |
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| A Molar Interpretation of the Allocation of Teacher Instruction Toward Students with Emotional and Behavioral Disorders |
| JOSEPH H. WEHBY (Peabody College of Vanderbilt University) |
| Abstract: Descriptive observational studies in classrooms have documented the relationship between measures of teacher attention and student inappropriate behavior. In this study, two hours of direct observation data were collected on 40 students identified with emotional and behavioral disorders and sequential analysis was used to document the allocation of teacher instructional behavior toward students whose aggressive actions functioned as either escape or attention motivated behavior. Inter-observer agreement checks were conducted for approximately 15% of observations sessions and the percentage of agreement scores averaged above 80% for both teacher and student behavior. Results showed that students whose aggressive were the recipients of lower levels of instructional behavior as compared to students whose behavior was maintained by teacher attention. However, there were fewer differences in the allocation of teacher management behavior. Results are discussed in terms of a molar rather than molecular view of behavior and implications for future research in this area are presented. |
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