|Improving Student Behavioral Outcomes Through Interdisciplinary Collaboration in Public Schools
|Saturday, May 27, 2023
|5:00 PM–5:50 PM
|Convention Center 405
|Area: EDC; Domain: Applied Research
|Chair: Kwang-Sun Cho Blair (University of South Florida)
|CE Instructor: Kwang-Sun Cho Blair, Ph.D.
This symposium will present three federally-funded training and research projects that focus on improving behavioral outcomes for K-12 students with or without disabilities in the public school system through interdisciplinary collaboration and classroom teacher consultation. The focus will be on the use of a team-based collaboration model for functional behavior assessments and interventions (the Prevent-Teach-Response; PTR model) and a modular-based teacher consultation model. The first presentation will provide an overview and initial outcomes of Project iSED aimed at preparing school-based behavior analysts and social workers to work collaboratively for students with emotional and behavioral disorders. The second presentation will describe behavioral outcomes for students with or without disabilities who were served by preservice behavior analysts and school psychologists supported by Project EBAS, which is designed to prepare school-based behavior analysts and school psychologists in an interdisciplinary training approach. The third presentation will describe the results of implementing a modular-based teacher consultation model in which teachers completed an assessment and selected specific practices that would be most helpful in addressing class-wide behavior concerns.
|Instruction Level: Intermediate
|Keyword(s): behavior intervention, interdisciplinary collaboration, school-based intervention, teacher-consultation
Basic knowledge and skills on school-based intervention, functional behavior assessment and intervention, teacher consultation, and interdisciplinary collaboration
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the need for interdisciplinary service provision for students with behavioral challenges in schools; (2) explain the 4-step, team-based process used in implementing the school-based Prevent-Teach-Reinforce (PTR) model; and (3) explain the impact of implementing school-based consultation using the modular-based model on student behavioral outcomes.
|Great Together: Interdisciplinary Collaboration Between Applied Behavior Analysis and Social Work via Project iSED
|CATIA CIVIDINI-MOTTA CIVIDINI (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), Kimberly Crosland (University of South Florida), Alison Salloum (University of South Florida), Rose Iovannone (University of South Florida/College of Behavioral and Community Sciences)
|Abstract: In this presentation the Project iSED (Advancing Interdisciplinary Services for Students with Severe Emotional and Behavioral Disorders) team, which includes faculty from the Applied Behavior Analysis and Social Work programs, will provide an overview of Project iSED and the various activities it is completing to ensure scholars are prepared to work in interdisciplinary teams to improve outcomes for children with emotional and behavioral disorders who have high-intensity needs. The presentation will include an overview of steps of the Prevent-Teach-Reinforce (PTR) model of consultation, consisting of teaming, goal setting, assessment, intervention, and evaluation. The PTR model of consultation is unique in its collaborative approach, its focus on social validity, and its team-driven process. Furthermore, presenters will share sample data from children served by the scholars supported by this grant and discuss some of the successes and challenges encountered by the Project team.
|Evaluation of an Interdisciplinary Training Project for School-Based Behavior Analysts and School Psychologists
|KWANG-SUN CHO BLAIR (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Kimberly Crosland (University of South Florida)
|Abstract: Considering that much of the knowledge and many of the skills that behavior analysts and school psychologists possess are not unique to their particular discipline and that the school-based services they provide for students with behavioral challenges overlap to varying degrees, it is important to consider the potentially overlapping roles that they share. This presentation will introduce behavioral outcome data of children with behavioral challenges who were supported by preservice school-based behavior analysts and school psychologists funded by an interdisciplinary personnel preparation project (Project EBAS). Project EBAS (Enhancing Behavior Analytic Services for Children with Severe Emotional and Behavioral Disorders) is designed to improve training for future generations of school-based behavior analysts and school psychologists to work collaboratively in the public school system. Participants of the presentation will learn the benefits of having interdisciplinary preservice behavior analysts and school psychologists work with classroom teachers and school-based teams to support children who require intensive behavior interventions. The presentation will describe the aggregated child data from a number of single subject design studies and the moderator effects of interventions on child behavioral outcomes.
A Modular-Based Teacher Consultation Approach to Increase Class-Wide Engagement for Students With Emotional Disturbance
|KIMBERLY CROSLAND (University of South Florida), Rose Iovannone (University of South Florida/College of Behavioral and Community Sciences)
Compared to other students who receive special education services, students with emotional disturbance (ED) demonstrate significantly more social and/or behavioral problems (Poulou, 2015; Wang & Fredricks, 2014). Currently, a wide research-to-practice gap exists regarding what works in classroom management for students with ED (Gable, 2014). Modular approaches allow teachers to select and customize evidence-based practices to have contextual fit for their classroom. This project evaluated a modular approach in which teachers completed an assessment and selected specific practices that would be most helpful for addressing class-wide behavior concerns. Behavior skills training and practice-based coaching were used to train teachers to implement the module strategies. Teachers selected the routine or time of day in which challenging behavior occurred most often. Data on class-wide challenging behavior and student engagement was collected using a multiple baseline design across classrooms. Results indicated that student engagement increased for all classrooms and challenging behavior decreased after implementation of the modules by teachers. Teacher fidelity data was high and social validity data from teachers indicated that the modules were feasible to implement and resulted in perceived improvements in class-wide behaviors.