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| Tools for Assessing Baseline Classroom Conditions: Determining When Functional Behavior Assessment is Needed |
| Friday, May 22, 2020 |
| 8:00 AM–3:00 PM |
| To Be Determined |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Stephanie M. Peterson, Ph.D. |
| KATHRYN M. KESTNER (West Virginia University), STEPHANIE M. PETERSON (Western Michigan University), REBECCA RENEE ELDRIDGE (Western Michigan University), NICOLE HOLLINS (Western Michigan University), LLOYD D. PETERSON (Compass: A positive Direction in Behavior Intervention) |
| Description: Empirical evidence has demonstrated that environmental classroom variables (e.g., teaching and classroom management practices) significantly impact students’ academic performance and social behavior (Moore Partin, Robertson, Maggin, Oliver, & Wehby, 2010). Behavior analysts consulting in elementary education settings should assess baseline classroom conditions as part of functional behavior assessments; at times, treatment of individual student behavior can be resolved by helping teachers establish effective class-wide practices (Anderson & St. Peter, 2013; Sutherland & Wehby, 2001). Where there is room for improvement in classroom ecology, class-wide interventions have the added benefit of improving social and academic behavior for an entire group of students, rather than isolated benefits for particular target students who are referred for services. In this workshop, we will provide participants with behavioral skills training to teach them to use the baseline classroom assessment tools provided in Kestner, Peterson, Eldridge, and Peterson (2017). These tools allow behavior analysts to measure these four variables as part of and assessment to evaluate the baseline conditions of the target classroom: (a) rates of active student responding (ASR), (b) appropriateness of the curriculum, (c) feedback and reinforcement, and (d) effective instructions and transitions. In this workshop, attendees will gain hands-on experience using the data-collection form designed to aid in the assessment of baseline classroom ecology (Kestner, Peterson, Eldridge, Peterson, 2017). We will also provide resources that practitioners can use to select antecedent- and consequence-based interventions to decrease challenging classroom behavior that are matched to the findings of a baseline classroom assessment. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe four classroom variables that impact academic and social behavior; (2) Use a specialized data-collection form as part of a baseline classroom assessment ; and (3) Discuss how practitioners can select classroom-based interventions to decrease challenging behavior based on the results of a baseline classroom assessment. |
| Activities: These objectives will be met through lecture and guided practice. Participants will view videos of classroom instruction and code data from the video. The instructors will work with participants to obtain interobserver agreement measures to gauge learner mastery of content. Opportunities for discussion and active participation opportunities will be provided. |
| Audience: Practitioners, such as BCBAs, who work or consult in in elementary school settings. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): classroom management, data collection, FBA, functional assessment |