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| Improving Classroom Management through Consultation |
| Saturday, May 23, 2020 |
| 3:00 PM–4:50 PM |
| Marriott Marquis, Level M4, Independence F-H |
| Area: EDC |
| Instruction Level: Intermediate |
| Chair: Zachary Charles LaBrot (University of Nebraska Medical Center) |
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| Toward a Continuum of Behavioral Consultation Strategies to Improve Teachers' Treatment Integrity in the Classroom |
| Domain: Service Delivery |
| ZACHARY CHARLES LABROT (University of Nebraska Medical Center/Munroe-Meyer Institute ), Brad Dufrene (The University of Southern Mississippi), Heather Whipple (Kennedy Krieger Institute), Jamie Pasqua (Woodhaven Counseling Associates, Inc.) |
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| Abstract: Teachers often report they are not well-trained in the implementation of classroom management strategies. Fortunately, behavioral school-based consultation is effective for improving teachers’ use of evidence-based classroom management strategies. However, teachers often respond deferentially to varying types of consultation strategies. This paper describes two studies that evaluated a continuum of increasingly intense behavioral consultation strategies to improve teachers’ use of evidence-based classroom management strategies. Using a multiple baseline design across two preschool and two elementary school teachers, the first study evaluated a three-tiered approach to assigning consultation procedures, including didactic instruction, weekly digital performance feedback, and a tactile prompt. Results of this study indicated that the tiered consultation approach resulted in teachers’ increased use praise, which maintained over time, with concomitant improvements in students’ behavior. Using a multiple baseline design across four preschool teachers, the second study evaluated a Tier 3 approach to consultation (i.e., in situ training). Results of this study indicated that all four preschool teachers increased their use of praise, which generalized and maintained across settings. This paper presentation synthesizes the results of these studies and discusses the effectiveness, feasibility, and utilization of a tiered consultation approach. Limitations and future directions for practice and research are discussed. |
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Effects of Class-wide Function-Related Intervention Teams on On-Task Behavior in Preschool Classrooms |
| Domain: Applied Research |
| LAUREN LAYMAN (University of Southern Mississippi; University of Georgia), Lacey Ray (University of Georgia), Lauren McKinley (University of Southern Mississippi), Kevin Ayres (University of Georgia), Joel Eric Ringdahl (University of Georgia) |
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| Abstract: Disruptive behaviors such as elopement, calling-out, and aggression are often a major barrier to instruction in preschool classrooms. One widely used class-wide behavior management system used to decrease disruptive behaviors and increase on-task behavior is Class-Wide Function-Related Intervention Teams (CW-FIT). CW-FIT was originally designed to be used for classrooms kindergarten through 5th grade, however, this paper session will describe two research projects designed to evaluate the effectiveness of CW-FIT in preschool settings. The first study was conducted to assess the efficacy of CW-FIT in increasing the on-task behavior of students and improving teacher behavior in a preschool classroom and to evaluate these effects in separate large and small group settings. Results suggest that CW-FIT increased on-task group behavior in both the large and small group settings. Results for rates of teacher’s praise and reprimand statements were, however, variable for the two settings. The second study (in progress) will evaluate the differentiated effects of the traditional CW-FIT using an interdependent group contingency and a modified CW-FIT using a dependent group contingency on on-task student behavior and teacher behaviors. It is hypothesized that both versions will show equal improvement in student and teacher behaviors, but that teachers will prefer the modified version. |
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| Overcoming Barriers and Making Modifications Resulting in a More Legacy Elementary School Token Economy |
| Domain: Service Delivery |
| Richard T Cook (Applied Behavioral Medicine Associates of Hershey, PA), EMILY COOK (Londonderry School; Ruth Pauline Cook Foundation) |
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| Abstract: Following on research done to address the question "What's a Teacher to Do When the Tokens and Backup Reinforcers Are Not Motivating the Targeted Elementary School Students?" information obtained was used to make changes in many aspects of the token economy, including the accommodation of differing views of the purpose or benefit by different teachers, as well as the mechanics of the administration of the token economy and tokens and back up reinforcers, and even to the philosophies, incorporating unexpected student enthusiasm that led some students to find their primary reinforcement in just the tokens and the processes of the mechanisms of the token economy, apart from the back up reinforcers; Participation in the token economy itself became reinforcing for emitting desired behavior When a token economy is not appearing to create the desired degree of motivation and reinforcement of desired behaviors for its targeted elementary school students, the 'automatic' response of "Just go get better backup reinforcers!" is often not an option, and arguably, shouldn't be. Other aspects, including individual components, and the strengths of associations between behavior, token, and backup should be assessed systematically. Similarly, the extra effort of assessing for, in a systematic fashion, alternate (especially non-material, no cost) backup reinforcers can identify intangible social and attention based reinforcers that middle school kids might actually really want far more than yet another plastic spider ring or cartoon character pencil sharpener. This presentation highlghts a framework for systematically evaluating the salience of tokens and back up reinforcers currently in use in an elementary school token economy, prompting teacher ideas for additional tokens and reinforcers to add, and improving the impact of both the new and currently used ones. Noteworthy aspects of THIS proposed framework include integration of systematic guidelines for such evaluation, including those in Foxx's fundamental "Increasing Behaviors.." text, the "Components, Connections, Consequences, and Context" model, as well as the fundamental "Antecedent-Behavior-Consequence" 3 part contingency, Donabedian's "Structure-Process-Outcome" model, and behavioral analysis modifications of Haddon's Injury Control Strategies and Matrix. Additionally, and very importantly, this rubric is powered by its grounding in and development by the perspectives of the middle school student first author. |
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Organizational Behavior Management in K-12 Education: Strategies That can be Implemented in Class Tomorrow |
| Domain: Service Delivery |
| RONALD DRUMMOND (Anne Arundel County Public Schools), Shannon Biagi (Chief Motivating Officers), Bobbi Pedrick (Anne Arundel County Public Schools) |
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| Abstract: Many schools are becoming more effective at collecting data around teaching practices and teaching effectiveness. They have adopted the idea that what gets measured gets done; however, behavior analysts challenge this concept and retort, “what gets measured increases the likelihood of things getting done”. Now that schools have this plethora of data, Organizational Behavior Management (OBM) practitioners are poised to come in and help schools turn these data into action. School teams often understand how to arrange contingencies to expedite learning with students but have not historically utilized this same science to improve teacher performance. This presentation will describe a case study of an organizational-level feedback procedure implemented at the district level to improve instruction to students receiving special education services. Evidence-based feedback strategies will be shared with participants and additional approaches from the OBM literature will be described to make improvements to future procedures. Participants will leave with a self-monitoring tool and a list of coaching strategies that can be implemented when they return to their school. |
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