Association for Behavior Analysis International

Writing fluency—the skill of transcribing and generating text with ease—is an essential skill for K-12 students to develop. Students who have deficits in writing fluency may have further difficulties developing advanced writing skills, such as organizing and reviewing. Unfortunately, students with disabilities typically struggle to develop multiple skills related to writing fluency. The purpose of my research is to investigate the effects of a supplemental, academic interventions on the writing performance of adolescents with disabilities. Specifically, the academic intervention entails brief, computer-based timed practices followed by instructional feedback from an instructor. The study used a multiple-probe across participants design and recruited three participants with disabilities. It included two dependent measures: 1) a primary measure, total words written, and 2) a distal measure, correct writing sequences. All of the participants showed improvements in total words written during the interventions (Tau-U = 0.63). But they showed modest results on correct writing sequence (Tau-U = 0.39).

School refusal behavior refers to child-motivated refusal to attend school and/or difficulty attending classes for an entire day. Chronic absenteeism can have an impact on reading proficiency, graduation rates, college attendance, and overall income. A functional behavior assessment can be conducted to determine the maintaining variables of school refusal behavior(s). This present study examined whether function based treatments to address school refusal behavior can be implemented during remote instruction for a high school student attending a self contained charter high school. The student. She resides at a Adolescent & Teen Residential Treatment Program. She has a history of physical abuse, sexual abuse, and severe physical neglect. At the time of this study, schools are closed and providing distance learning due to the COVID-19 pandemic. The treatment package included differential reinforcement of high rates of behavior, non contingent reinforcement, and a high low probability sequence. Data were collected on both attendance and participation. Attendance data are collected as part of each student’s personal record. Participation data were collected by permanent products of assignments completed and submitted via Google Classroom.

Research on the effects of online counseling for parents to correct children's undesired behavior has shown success. However, little research has been conducted on its effects on teachers. With advancing technology, the potential to make counseling for teachers at various levels of education available on the internet has developed. This could increase the likelihood that they apply appropriate behavior management methods in their classrooms with guidance from the internet. The aim of the study was to evaluate whether pre-school teachers could take advantage of online counseling available in a behavior management webpage that provides instructions on how to apply empirically developed methods for behavior management. The study asked whether the teachers´ behavior, as well as their students' behavior, would change after they had access to internet counseling. Direct measures were taken of whether the teachers really used the advice they had chosen to follow. The results showed that the undesired behavior of students decreased and the use of teachers' correct reactions to their students' behavior increased after they started using internet counseling on the webpage. Results also showed that teachers used the advice from the internet to some extent.