|Evaluations of Innovative Procedures Aimed at Improving Behavior in Classrooms and Clinical Settings|
|Sunday, May 24, 2020|
|10:00 AM–11:50 AM |
|Area: EDC; Domain: Applied Research|
|Chair: Catia Cividini-Motta (University of South Florida)|
|CE Instructor: Catia Cividini-Motta, Ph.D.|
In this symposium the authors will discuss research aimed at evaluating various procedures for decreasing disruptive behavior or improving academic performance of students in a variety of educational settings. The first presenter will discuss procedures for decreasing problem behavior associated with transitions. The second presenter will discuss the impact of active student response modalities on academic performance and disruptive behavior. The third presenter will discuss the impact of alternative seating on in-seat and on-task behavior. The fourth presenter will discuss the impact of video modeling and behavioral skills training on math quizzes. Finally, the symposium will conclude with a discussant who will summarize the research and suggest avenues for future research.
|Target Audience: |
Behavior analysts working in schools or clinical settings
|Learning Objectives: Attendees will learn about different interventions for decreasing disruptive behavior in school settings Attendees will learn about different active student response modalities and their impact on academic engagement Attendees will learn about the use of alternative seating and its impact on in-seat and on-task behavior Attendees will learn about procedures that may improve performance on quizzes|
|Effects of Pre-Transition Quiet Time on Transition Duration and Problem Behavior|
|SARAH WILLIAMS (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Megan Skrbec (University of Houston - Clear Lake), Caitlyn Nichole Metoyer (University of Houston - Clear Lake)|
|Abstract: Transitions within a classroom can evoke problem behavior and extend the duration of transitions. Previous studies have examined the use of antecedent- and consequent-based interventions to decrease transition duration and problem behavior that occurs during transitions; however, many of these interventions can be difficult to implement and require extra materials. The current study examines the use of a pre-transition quiet time to reduce problem behavior and the duration of transitions within a kindergarten classroom. Results show that the pre-transition quiet time decreased the transition duration but may not have an effect on the frequency of problem behavior.|
|A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior|
|LESLIE SINGER (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), Hannah Lynn MacNaul (University of South Florida)|
|Abstract: This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the impact of using high-tech (clickers) and low-tech (response cards and hand raising) modalities on academic engagement, accuracy of responding, and disruptive behavior across four teacher-nominated students in two first-grade classrooms. During baseline, the teacher conducted her lesson as planned by having the students raise his/her hand to answer questions. In the intervention phase, students alternated between using preprinted response cards and clickers each session to answer the teacher’s questions. When using the pre-printed response cards or clickers, the students were instructed to hold up the index card with the correct answer or click the correct answer on his/her remote after the teacher read the question. The results of the study indicate that both ARS modalities were equally effective in increasing student academic engagement and decreasing disruptive behavior.|
The Use of Stability Balls for Children With Autism Spectrum Disorder in a Clinic Setting
|JUSTINE BRENNAN (University of South Florida), Kimberly Crosland (University of South Florida)|
Children with autism spectrum disorder often engage in problem behaviors that impede their ability to attend to tasks leading to disruptions in daily academic and social life. To address and prevent problem behaviors from occurring, antecedent interventions can be implemented to increase a child’s on-task and in-seat behavior. Antecedent interventions, such as alternative seating, have previously been studied within classrooms to evaluate the rate of engagement of children within an instructional setting. However, alternative seating, such as stability ball chairs, have not been previously studied within a clinic setting with a younger, more diverse group of participants to evaluate the effect that alternative seating can have on both on-task and in-seat behavior. This study used an alternating treatments design with an initial baseline phase to evaluate the effects of the stability ball chair on the on-task and in-seat behavior of children with autism in a clinic setting. Results indicated al three participants had slightly higher on-task behavior while using the stability ball chair compared to a standard chair. With regard to in-seat behavior one participant engaged in higher levels while using the stability ball chair but the other two participants have variable data. Social validity data indicated the therapists felt the balls improved participants’ behavior and they would use them in the future.
Evaluating Khan Academy Videos as Supplemental Support for Elementary Aged Students With Disabilities
|Jacy Reed (University of South Florida), Kimberly Crosland (University of South Florida), J TURNER BUTLER BRAREN (University of South Florida)|
Research has indicated video-based interventions are successful at teaching skills to individuals with varying types of disabilities. However, there is a gap in the literature regarding video-based intervention, such as video modeling, as an evidence-based practice for academic skills. As technology becomes more integrated into U.S. classrooms each year, it is important to evaluate the effectiveness of these interventions. Teachers in class often use Khan Academy videos as a resource for students. The purposes of this study were to evaluate if viewing Khan Academy video models would increase math quiz performance for elementary age students with disabilities when used as a supplement to teacher instruction, to determine if Khan Academy video models would decrease the total time required to complete a math quiz, and to evaluate the effects of behavioral skills training when Khan Academy was not effective. Using a multiple baseline design, Khan Academy videos resulted in an increase in performance for two participants and were ineffective for four others. Duration to complete the quiz did not decrease with the implementation of Khan Academy videos. All 6 participants required behavioral skills training to increase their performances to mastery levels.