Association for Behavior Analysis International

Promoting independence for students in the classroom is important for student outcomes while in school and overall success for their future. Self-monotoring tools can be an effective intervention to help promote independence for students in school settings. This systematic review examines the use and effectiveness of self-monitoring interventions with neurodivergent students, specifically those with Autism Spectrum Disorder and Attention Deficit/Hyperactivity Disorder, receiving special education services in public schools. The review aimed to summarize the characteristics of self-monitoring interventions research and assess its impact on student behavior. Results indicate that while self-monitoring is commonly used to improve on-task behaviors and reduce disruptions, its effectiveness varies across settings and student populations. Practical implications for educators and recommendations for future research on self-monitoring interventions in schools will be discussed. Attendees will be able to describe what types of self-monitoring interventions have been used with individuals with Attention Deficit/Hyperactivity Disorder and Autism Spectrum Disorder within research in school settings.

Seating arrangements are commonly used antecedent interventions in classrooms that encourage appropriate behavior. Students can be arranged in multiple layouts, with the three most common including rows and columns, groups, and semicircles. This study aims to identify which seating arrangements will be the most successful in increasing ontask behavior and decreasing disruption in elementary-aged students referred for these behaviors. Additional variables of concern include work accuracy, work completion, and the social validity of each seating arrangement for both students and teachers. Researchers used an alternating treatments design across target students throughout the following phases: (I) Baseline, (II) Seating Arrangement Comparison, (III) Teacher versus Student Choice, and (IV) Extended Teacher Choice. Data collection measures on four students included momentary time sampling, interval recording, and permanent product measures. The semicircle arrangement proved to be the most effective seating iv arrangement for increasing on-task behavior and decreasing disruption, with varying results seen among student participants and teachers. The group arrangement yielded the opposite results. Work completion and work accuracy were minimally affected. Preferences and perspectives from social validity measures varied across participants but were similar to in-class choices.

Rural schools in the U.S. often face limited access to specialized personnel and a lack of resources and support, impacting the effectiveness of educational interventions in students with disabilities. Previous research highlighted the effectiveness of applied behavior analysis (ABA) strategies in improving educational outcomes. However, there is a gap in understanding how rural teachers perceive and implement these strategies over time. This study investigated rural teachers' knowledge and implementation of ABA-based strategies from 2013 to 2024, exploring their training and years of experience of ABA in their classrooms. The study analyzed answers from 98 participants, comparing responses from 55 educators from 2013 and 43 from 2024. In 2024, rural educators reported a significant decrease in knowledge of all 17 ABA-based behavioral strategies compared to 2013. Still, the use of these strategies in classrooms has generally increased over time in 10 out of the 17 strategies. When looking at the perceived importance or effectiveness of teaching methods related to ABA and the challenges in implementing these strategies, there were no significant differences between 2013 and 2024. These findings suggest a growing need for more accessible professional development. Further research should explore the implementation of these practices and their impact on student outcomes.