Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


41st Annual Convention; San Antonio, TX; 2015

Event Details

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Symposium #14
CE Offered: BACB
Behavior Analysis in Schools: Developing Functional Behavior Assessment and Behavior Interventions
Saturday, May 23, 2015
1:00 PM–1:50 PM
210AB (CC)
Area: EDC/PRA; Domain: Applied Research
Chair: Paula Chan (The Ohio State University)
CE Instructor: Paula Chan, M.A.
Abstract: Conducting functional behavior assessments and developing behavior intervention plans in schools can be challenging for a variety of reasons. For example, some teachers may be underprepared to conduct a functional behavior assessment without additional training. Others may struggle to identify how to best integrate information from the relevant team members into a meaningful, comprehensive assessment. The purpose of this symposium is to share research focusing on conducting functional behavior assessments and behavior interventions in school. The first paper will present findings from a study that trained educators to collect accurate descriptive data. The second paper will report findings from a descriptive study that compared agreement between challenging behavior identified by the teacher and the student, and evaluated the quality of student responses. The last paper will present data that demonstrates how function based interventions can be used to decrease challenging behavior and increase academic engagement. Authors will discuss their findings and future directions for research.
Keyword(s): Behavior Interventions, FBA, Schools
Training Educators to Collect Accurate Descriptive-Assessment Data
SACHA T. PENCE (Auburn University), Claire C. St. Peter (West Virginia University)
Abstract: Descriptive assessments involve recording naturally occurring instances of behavior and corresponding antecedent and consequent events. Authors have argued for the use of two forms of descriptive assessment, structured and narrative ABC recording, because these methods may require little training. However, the extent to which minimal training produces accurate data with these methods has not been examined. During Experiment 1, we examined teachers’ accuracy recording descriptive data from videos. Accuracy on problem behavior did not improve over time in the absence of formal training, regardless of initial exposure to structured or narrative ABC recording. Teachers displayed a preference for the structured ABC recording sheet. During Experiment 2, eight participants were instructed using an automated training procedure that provided practice and feedback. Accurate data collection on problem behavior increased for six participants following training. Data-collection accuracy was higher for environmental events involving the presentation of stimuli (demand and attention) than the absence of stimuli (escape and low attention). Participants displayed idiosyncratic preferences for either the structured or the narrative ABC recording sheet.
Evaluating the Agreement Between Teacher and High School Students’ Identification of Challenging Behavior
PAULA CHAN (The Ohio State University), natalie andzik (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University)
Abstract: Students are frequently involved in Functional Behavior Assessments through student interviews. However, little research has been done to identify the agreement between teacher and student responses, or the quality of student contributions. The purpose of this descriptive study was to evaluate the agreement between behaviors identified by the students and by the teachers. Researchers complemented interviews with the teacher, student by dedicating four hours of direct observation in the classroom. Results indicate low levels of agreement on identified behaviors between students and teachers. A follow up analysis was conducted to identify the quality of student responses when asked to identify antecedents, behaviors, and consequences, and whether responses were objective, clear, and complete. Researchers found that students were able to identify setting events, antecedents, behaviors, and consequences while often including multiple components within each dimension. Additionally, there was variability in student responses within, and across participants. Authors will discuss findings and implications for practice.
An Evaluation on the Effects of Check-In/Check-Out with School-aged Children Residing in a Mental Health Treatment Facility
Crystal Stuart (University of South Florida), KIMBERLY CROSLAND (University of South Florida)
Abstract: School-Wide Positive Behavior Interventions and Support (SWPBIS) is a framework to apply evidence-based strategies to address and prevent problem behaviors from occurring, promote pro-social behaviors, and create a positive learning environment for all students. Check-In/Check-out (CICO) is often cited as a foundational and successful secondary intervention in SWPBIS. However, the research conducted on the use of CICO has focused its attention more on its effectiveness in public elementary schools. There is a lack of research evaluating the effectiveness of CICO in alternative school settings. This study provides an extension to the literature by examining the effects of the CICO program with school-aged children residing in a mental health treatment facility. Using a concurrent multiple baseline across participants design, students were exposed to a CICO intervention strategy in which problem behaviors were targeted for reduction and academic engagement was targeted for acquisition. All three students showed substantial decreases in problem behavior and increases in academic engagement when the CICO intervention was in place.



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