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.


48th Annual Convention; Boston, MA; 2022

Event Details

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Symposium #37
CE Offered: BACB
Behavior Analysis in Classrooms: Applications Across Teachers and Students
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 205B
Area: EDC; Domain: Applied Research
Chair: Ky'Aria Moses (Western Michigan University )
Discussant: William L. Heward (The Ohio State University)
CE Instructor: Ky'Aria Moses, M.A.

The application of evidenced-based practices in classroom settings are imperative for the advancement of teacher performances and student outcomes. Training teachers to implement classroom management strategies with fidelity can positively impact students’ academic and behavioral performance in the classroom. Studies in this symposium will cover a range of teacher directed trainings, classroom management strategies, and effective interventions for reducing student challenging behaviors. The first presenter will discuss an evaluation of effective teacher training approaches. The second presenter will review the impact of performance feedback and self-monitoring on teachers’ use of behavior specific praise. The third presentation will focus on the use of baseline classroom data to enhance teachers’ implementation of classroom management strategies. The fourth presenter will provide an overview of interventions effective for decreasing challenging behaviors in the classroom. This symposium will highlight considerations for collaborating with teachers, discuss implications for training and implementing classroom management strategies, and outline future research directions.

Instruction Level: Basic
Keyword(s): Challenging Behaviors, Classroom Management, Teacher Training, Treatment Integrity
Target Audience:

BCaBAs, BCBAs, Behavior Consultants; Classroom Consultants

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) Describe effective teacher training approaches to increase implementation of EBP; (2) Identify effective components of effective classroom management; (3) Discuss the utility of baseline classroom conditions on teacher training; and (4) Describe effective interventions to decrease student challenging behaviors.

Impact of Training Approach to Enhance Teacher-Implemented Intervention for Students With Autism Spectrum Disorder: A Meta-Analytic Comparison

SUNGWOO KANG (Purdue University), Youjia Hua (University of Virginia), Suzanne Woods-Groves (The University of Iowa)

Best education practices require the well-established procedural integrity of the intervention. Additionally, natural interventionists such as teachers and paraprofessionals have been demonstrated to effectively teach children with autism spectrum disorders in school settings. The overall and moderating effects of these training approaches have remained unknown. Therefore, the purpose of this meta-analysis is to systematically review single case design studies testing the efficacy of training to improve teacher-implemented interventions for students with Autism Spectrum Disorders (ASD). The overall mean effect size of the training on implementation fidelity was Tau-U = .64 (95% CI [.50, .70]), and moderating variables such as training environment, participant's educational background, training approaches were associated with improving the implementation fidelity. The outcomes from the single-case design literature suggest that consistent monitoring of the implementation positively affects teachers' implementation fidelity.


Enhancing Teacher Delivery of Behavior Specific Praise With Performance Feedback and Self-Monitoring

KY'ARIA MOSES (Western Michigan University ), Jessica E. Van Stratton (Western Michigan University)

Teachers receive a number of professional development trainings and consultations to develop or enhance their repertoire in various evidenced based practices (EBP) and classroom management strategies. Nevertheless, teachers’ adherence to strategies learned during trainings often decline when external supports are removed (Codding et al., 2015; Oliver et al., 2015) which may lead to challenges in the consistent and accurate implementation of EBP in classroom settings (Shernoff et al., 2020). Performance feedback and self-monitoring have been used to address these challenges and promote teachers’ use and fidelity of EBP in the classroom (Scheeler et al., 2004; Oliver et al., 2015). The purpose of this study is to examine the impact of performance feedback and self-monitoring on teachers’ delivery of behavior specific praise (BSP) in their classrooms using a multiple baseline design across participants. Results suggest performance feedback was successful in increasing the rate of BSP while self-monitoring maintained BSP at a predetermined goal, in the absence of observation or feedback for two teachers. These results align with prior literature, suggesting that performance feedback is effective in changing teacher performance and self-monitoring is potentially a viable strategy to promote maintenance in EBP in the absence of external supports and feedback.

Using Baseline Classroom Conditions Data to Train Teachers to Implement Classroom Management Strategies
SYDNEY MARIE HARMON (Western Michigan University ), Daphne Snyder (Western Michigan University), Stephanie M. Peterson (Western Michigan University), Jennifer Sova (Kalamazoo RESA )
Abstract: Rates of active student responding (ASR), appropriateness of the curriculum, feedback and reinforcement, and effective instructions and transitions are essential components of classroom management (Kestner, Peterson, Eldridge, and Peterson, 2018). These components have a direct impact on students’ academic and behavioral performance in the classroom (Harbour, Evanovich, Sweigart, & Hughes, 2015). Thus, practitioners should consider these components when consulting in the classroom. The purpose of this presentation is to describe how baseline classroom condition data is utilized to provide coaching to preschool teachers in order to improve overall classroom management practices. Following collection of baseline classroom conditions data, consultants met with teachers to discuss their current performance and their goals specifically relating to ASR, feedback and reinforcement, and effective instructions/transitions. Consultants then provided models and coaching of effective classroom management strategies until the classroom teacher met their goals. Results indicate that goal setting and coaching based on baseline classroom conditions data is an effective strategy for training classroom management strategies.

School-Based Interventions Targeting Challenging Behavior of Adolescents With Developmental Disabilities: A Meta-Analysis

MARIE DAVID (Purdue University), Rose A. Mason (Purdue University), John Davis (University of Utah ), Emily Gregori (University of Illinois at Chicago), Qingli Lei (Purdue University ), Catherine Lory (Purdue University )

Challenging behavior tends to increase in levels during adolescence for individuals with developmental disabilities (DD). If not addressed, this can lead to negative post-school outcomes for adolescents with DD. The purposes of this meta-analysis were to examine the effects of behavioral intervention in reducing challenging behaviors of adolescents with DD and to identify variables that could potentially moderate these effects. This meta-analysis included 30 single-case design studies that met standards for methodological rigor and experimental control. Overall, behavioral interventions were found to yield moderate effects for adolescents with DD (overall Tau-U = 0.68, SD = 0.04, [0.62, 0.73]) across settings and types of challenging behaviors. With regard to participant and setting characteristics, verbal ability and classroom setting were found to moderate the effects of the intervention outcomes with statistical significance. No other variables produced similar findings. Furthermore, statistically significant differences were found between interventions that included or did not include planned reinforcement as an intervention component. Several implications for research and practice are discussed.




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