Association for Behavior Analysis International

Teachers are often responsible for implementing evidence-based interventions in regular education classrooms with support from pupil service teams, however; past research has shown that in many cases interventions are not implemented with integrity, thus limiting conclusions regarding a student's response to intervention. Although research indicates that provision of scripts, performance feedback, and reinforcement are useful at increasing implementation integrity, their effects vary across teachers. In the present study, a brief experimental analysis (BEA) with a reversal was used to identify the most effective method for increasing the integrity with which 4 regular education teachers implemented a DRA procedure using verbal praise as a reinforcer for student on-task behavior. An extended analysis using a multiple baseline design across teachers was then conducted to assess the predictive validity of the BEA. Student on-task behavior was also observed to determine its relationship to teachers' levels of implementation integrity. Results showed the BEA to be an effective and valid means of identifying an effective support method for 3 of the 4 teacher-student dyads. Although task engagement increased for all students to above 90%, it correlated with implementation integrity for only 2 of 4 dyads. Implications for future research and clinical practice will be discussed.

This presentation presents the results of an experimental research study conducted in a second-grade classroom, which included students with behavioral problems. The study examined the effects of a function-based social skills intervention program on the disruptive behavior and academic performance of four male students identified at risk for school failure. A social skills instruction with a self-monitoring strategy comprised the intervention program. Results of the study showed a positive functional relationship between student behavior and intervention program. Student off-task behaviours were reduced by at least 53% during classroom observation period. Student academic performance improved by at least one letter grade. Effect sizes were strong. Presenters will address the educational implications of the study and they will provide information on (1) the importance of function-based interventions in classroom settings and (2) the implementation steps followed to develop effective social skills instruction and self-monitoring system. Research study limitations will also be addressed.