|Improving Classroom Behavior in Children With Problem Behavior|
|Sunday, May 27, 2018|
|4:00 PM–4:50 PM |
|Manchester Grand Hyatt, Harbor Ballroom G|
|Area: EDC/TBA; Domain: Translational|
|Chair: Kwang-Sun Blair (University of South Florida)|
|CE Instructor: Kwang-Sun Blair, Ph.D.|
Classrooms are complex environments that require teachers to implement a variety of management strategies to minimize problem behavior and maximize learning time. Given the difficulty of selecting and implementing behavioral interventions in the school setting, there is a need for interventions that are contextually fit with the school environment. This symposium presents findings from three papers on improving individual student classroom behavior in elementary school classroom settings, using interventions that teachers can easily implement with fidelity. The first study evaluated the use of the Class Pass Intervention to decrease problem behavior and increase academic engagement of three students with disabilities in three classrooms. The second study focused on comparing the impact of student-chosen versus teacher-chosen group contingency criteria on disruptive behavior and academic engagement in using the Caught Being Good Game with four students with problem behavior in two classrooms. The final study examined the use of computer-assisted instruction to decrease transition times for three students with autism spectrum disorders (ASD) who engaged in problem behavior during transitions between activities. All three papers reported positive outcomes when using the interventions for students with and without disabilities engaging in problem behavior during classroom activities or routines.
|Instruction Level: Intermediate|
|Target Audience: |
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain key components of Class Pass Intervention; (2) describe the role of teacher and student choices on reinforcement criteria in implementing group contingencies; (3) explain how computer-assisted auditory and visual cues can be used to improve transition behavior in the classroom setting.|
Using the Class Pass Intervention: An Application to Improve Classroom Behavior in Children With Disabilities
|LEANN SARAH AVILA (University of South Florida ), Rachel M Sofarelli (University of South Florida), Taylor Narozanick (Pasco County Schools), Kwang-Sun Blair (University of South Florida)|
One intervention that is easy to implement and requires minimal school resources is the Class Pass Intervention (CPI). The CPI is used as a class-wide or secondary level intervention to decrease escape-maintained disruptive behavior in the classroom. The purpose of the study was to extend the literature on the CPI by further evaluating the impact of the CPI on disruptive behavior and academic engagement of elementary school children with disabilities who are engaging in disruptive behavior. Three students and their respective teachers participated in the study. A multiple baseline across participants design with an embedded reversal was used to demonstrate the impact of the CPI on student behavior during a targeted problematic classroom activity. The results indicated that the CPI was effective in decreasing disruptive behavior and increasing academic engagement for all participating students. Results were maintained for one participant while fading the magnitude of the intervention. Students and teachers rated CPI as effective and acceptable.
Choices on Reinforcement Criteria in Using the "Caught Being Good Game" to Improve Classroom Behavior
|BETH GIGUERE (University of South Florida), Michael Marotta (University of South Florida; Positive Behavior Supports Corporation), Kwang-Sun Blair (University of South Florida)|
The Caught Being Good Game (CBGG), a variation of Good Behavior Game, is an interdependent group contingency that focuses on giving students points for engaging in appropriate, rule-following behavior. The present study aimed to expand the literature on CBGG by targeting students in general education classrooms and comparing the impact of student-chosen versus teacher-chosen contingency criteria on disruptive behavior and academic engagement. Four students who were at-risk for developing emotional disorders in two general education elementary classrooms were targeted in the study. A multiple-baseline across participants design with an embedded alternating treatments design was used to evaluate the intervention outcomes. Results indicated that the CBGG intervention resulted in decreased disruptive behavior and increased academic engagement for all four students although data demonstrated limited experimental control. Moderate differences in improvement in classroom behavior were observed when comparing teacher-chosen and student-chosen contingency criteria; however, the teacher-chosen criteria condition led to overall lower levels of disruptive behavior and higher levels of academic engagement. Social validity assessments indicated that both the teachers and the students found the intervention to be acceptable.
Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder
|JESSICA MOORE (University of South Florida), Kristina Ashlee Bewley (University of South Florida), Kimberly Crosland (University of South Florida)|
Transitions within the school setting have been a challenge for school staff when working with students that have autism spectrum disorder (ASD). Students with ASD typically have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. The purpose of this study was to evaluate the effects of a similar computer-assisted instruction (CAI)-based intervention to decrease latency to on-task behavior during transitions in a classroom with students diagnosed with ASD. Two different transitions that occurred within a classroom were compared using the CAI-based intervention with three student participants. Results indicated that using the CAI-based intervention in collaboration with teacher input decreased latency to on-task behavior for all three participants for both transitions without the use of a group contingency or reinforcement component.