|
| Using Behavior-Based Interventions with an Instructional Focus to Decrease Problem Behavior and Strengthen Academic Performance |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Berkeley |
| Area: EDC; Domain: Applied Research |
| Chair: Mack D. Burke (University of Georgia) |
| Discussant: Philip L. Gunter (Valdosta State University) |
| Abstract: . |
| |
| Making PAR: Using Effective Instructional Strategies to Promote Positive Academic Responding |
| SHANNA M. MILLEN (University of Oregon), Teri Lewis (University of Oregon), Robert H. Horner (University of Oregon) |
| Abstract: The objective of this project was to document and disseminate the link between effective instructional strategies and positive academic responding for students at-risk for being identified with EBD. Positive academic responding (PAR) is defined as high levels of academic engagement in the absence of disruptive behaviors. The use of effective instructional strategies is an efficient intervention for increasing positive academic responding. Two important features of effective instruction are (a) presentation of multiple opportunities to respond and (b) delivery of praise to students when they are exhibiting appropriate academic and social behaviors. The purpose of this study was to implement a training package for teachers to increase effective instructional strategies to offset disruptive behavior and increase correct academic responses and academic engagement for students with chronic problem behaviors in four general education classrooms. The training package included acquisition training, self-monitoring using videotaped instruction, and performance feedback. A multiple baseline across participants design was used to demonstrate a functional relationship between increased effective instruction rates and student behavior. Results from the project are included. |
| |
| Effects of Academic Interventions for Escape-Maintained Behaviors on the Task Engagement of an Elementary Student |
| MARIA F. WYNNE (University of Georgia), Shanna Hagan-Burke (University of Oregon), Mack D. Burke (University of Georgia) |
| Abstract: The present research tested the effectiveness of an academic based intervention for an elementary student with escape maintained problem behaviors. A functional behavioral assessment was first conducted to formulate a hypothesis of the maintaining function of the problem behaviors the student displayed during low preferred academic tasks. With an informal interview, the student, parents and teacher gave information on those academic tasks the student highly preferred, did not prefer, were high demands and low demands on the student. The researcher formulated her hypothesis that problem behaviors were maintained to escape the low preferred/high demand academic tasks. A functional analysis was conducted with a series of high preferred/low preferred and high demand/low demand task conditions in the classroom. Problem behaviors were observed in the low preferred/high demand academic task conditions. An antecedent-based intervention was implemented to test its effectiveness on reducing escape maintained problem behaviors. |
| |
| Effects of an Academic Self-Monitoring Strategy on the Escape-Maintained Behaviors of an Elementary Student |
| CLAY CROWDER (University of Georgia), Mack D. Burke (University of Georgia), Shanna Hagan-Burke (University of Oregon) |
| Abstract: This research examined the effectiveness of an academic self-monitoring strategy to increase task engagement of an elementary student with escape-maintained problem behaviors. A functional behavioral assessment was first conducted to formulate a hypothesis regarding the function of the problem behaviors. Informal interviews with the student, parents, and the teacher suggested that the problem behaviors were maintained by the student’s escaping from non-preferred/ high-demanding academic tasks. A subsequent functional analysis was conducted to confirm the hypothesis. Levels of problem behaviors were observed during academic sessions during which high-demand and low-demand tasks were alternated. Problem behaviors were observed at higher rates during the high-demand task sessions than during the low-demand task sessions. With a functional relationship established, an academic self-monitoring strategy was implemented to test its effectiveness on reducing rates of problem behaviors in the presence of high-demand academic tasks. |
|
| |