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| Effects of School-Wide Applied Behavior Analysis and Positive Behavior Support |
| Tuesday, May 31, 2016 |
| 10:00 AM–10:50 AM |
| Regency Ballroom B, Hyatt Regency, Gold West |
| Area: EDC |
| Keyword(s): Positive Behavior |
| Chair: Jeremy H. Greenberg (The Children's Institute of Hong Kong) |
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| The Cost of Excellence on School-Wide Applied Behavior Analysis |
| Domain: Applied Research |
| JEREMY H. GREENBERG (The Children's Institute of Hong Kong) |
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| Abstract: The cost of excellence on school-wide Applied Behavior Analysis can be measured. Using the learn unit as a basic unit or measure of teaching, schools can self-monitor their effectiveness and efficiencies while remaining accountable to their stakeholders. Special Instruction using Applied Behavior Analysis with primary students with special education needs can be both effective and efficient using the learn unit as the basic unit of teaching. This present study reports on multiple years of special instruction across five areas of the school's curriculum. The outcome data is assessed and reported in terms of cost of the learn unit and cost of instructional objectives met by the students using a cost benefit analysis. Additional data is included that shows outcomes and saving for those students who no longer needed special instruction as they were successfully transitioned to a general education setting. |
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| The Effects of Positive Behavior Support Intervention on Classroom Behavior and Social Interaction of Young Children in Inclusive Settings |
| Domain: Applied Research |
| Mijum Choi (Kongju National University), EUNHEE PAIK (Kongju National Univ.), SoYoung Park (National University of Transportation), ByoungIn Lee (Dankook University), Hyouja Lee (National University of Transportation) |
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| Abstract: The purpose of this study was to investigate the effects of Positive Behavior Support(PBS) intervention on classroom behaviors and social interaction behaviors of young children with and without disabilities in inclusive settings. The subjects of this study for the universal support were selected two classrooms of inclusive preschools in Gyeonggi-do. The participants of this study for the individual support were three 5-year old children with developmental delays that showed a high frequency rate of class disturbance behaviors in spite of intervention in the universal support. For the universal support pretest-posttest control group design were utilized as a research design of this study. In other words, a pretest-posttest control group as used to explore the changes of children�s classroom engagement behavior, disturbance behavior, and social interaction behavior in inclusive classrooms. The difference between pre-test and post-test of experimental group and of control group was analyzed by using two dependent samples t-test and the data were analyzed with ANCOVA. For the individual support research design of this study, multiple baseline design across subjects was utilized. The classroom engagement behaviors, disturbance behaviors, and social interaction behaviors were measured by using the partial-interval recording system. The results of this study are as follows: First, a PBS in the universal support was proven to be effective for positively changing classroom engagement behaviors, disturbance behaviors and social interaction behaviors of the children in the inclusive classrooms. First of all, when comparing pre and post test results of the children in the inclusive classrooms, the classroom engagement behaviors, disturbance behaviors and social interaction behaviors in the experimental group were changed significantly in the post-test compared to the pre-test. Second, a PBS in the individual support was proven to be effective for positively changing classroom engagement behaviors, disturbance behaviors and social interaction behaviors of three children with developmental delays in the inclusive classroom. The effects of intervention were maintained for 3 weeks after the completion of the interventions. Third, PBS in the individualized support after the intervention of universal support changed more positively classroom engagement behaviors and disturbance behaviors of three children with developmental delays in the inclusive classrooms. Systematic in |
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| Keyword(s): Positive Behavior |
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