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Improving Classroom Behavior Support Through Applied Behavior Analysis |
Thursday, May 23, 2024 |
4:00 PM–7:00 PM |
Marriott Downtown, Level 4, Franklin Hall 8 |
Area: EDC/AUT; Domain: Service Delivery |
CE Instructor: Emily Baton, Ph.D. |
EMILY BATON (May Institute ), FINA ROBERTSON (Endicott College, Gardner Public Schools) |
Description: This workshop will provide behavior analysts a review of the research on evidence-based practices in classwide behavior support (Simonsen et al., 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include: 1) antecedent practices (physical layout, classroom expectations, behavioral routines, teaching expectations and routines, precorrections, active supervision); 2) instructional management (opportunities to respond), 3) reinforcement practices (contingent behavioral-specific praise, group contingencies, and token economies, behavioral contracts) and consequence (planning ignoring, explicit reprimands, differential reinforcement, response cost, and timeout). The workshop will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students. Data (Swain-Bradway et al., 2017) will be presented supporting the need for a comprehensive training method that includes both direct instruction and performance feedback for teachers to implement classroom-wide behavior support practices with integrity. |
Learning Objectives: Educational Objectives: At the conclusion of the presentation, participants will be able to: (1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced based classroom-wide behavior support practices; 3) use a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on task behavior. |
Activities: Activities: Participants will learn how to: 1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced-based classroom-wide behavior support practices; 3) a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior. |
Audience: Behavior analysts who consult to classrooms both in public school districts and/or private schools who desire to develop their consultation skills to improve both instructional practices and/or on-task behavior of students. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): antecedent practices, classroom-wide practices, data-based decision-making, instructional management |