|Educator-Implemented Interventions for Students With Developmental Disabilities in the School Setting|
|Sunday, May 29, 2022|
|8:00 AM–9:50 AM |
|Meeting Level 2; Room 205A|
|Area: EDC/DDA; Domain: Applied Research|
|Chair: Daniel Kwak (University of South Florida)|
|Discussant: Bryon Miller (University of South Florida)|
|CE Instructor: Bryon Miller, M.S.|
Classrooms are complex environments that require teachers to implement a variety of classroom management strategies to minimize problem behavior and maximize learning time. Given the difficulty of implementing behavioral interventions in the school setting, there is a need for teacher training and support. This symposium consists of four presentations that examined the impact of educator-implemented interventions for students with developmental disabilities. The first study evaluated using a team-based consultation model for function-based assessments and interventions (the Prevent-Teach-Reinforce; PTR model) to improve school professional and student behavioral outcomes. The second study evaluated the impact of antecedent exercise (e.g., Brain Breaks®) on disruptive behaviors and academic engagement. The third study was a meta-analytic review that synthesized single-case research in which school-aged students with disabilities received multicomponent function-based intervention implemented by natural change agents in the classroom setting. The fourth study was a review of empirical studies in which educators serving school-aged students with disabilities were trained on implementation of function-based interventions.
|Instruction Level: Basic|
|Keyword(s): coaching, consultation, function-based, problem behavior|
|Target Audience: |
The target audience members for this symposium are practitioners and researchers.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the impact of implementation of school-based consultation on student behavioral outcomes; (2) Describe the procedures involved in using Brain Breaks® to increase on-task behavior; (3) Describe variables of multicomponent interventions that influence student outcomes; (4) Identify behavioral training methods that have been effective for training educators to implement function-based interventions.|
School Professional Coaching on Facilitation of Prevent-Teach-Reinforce Model for Students With Problem Behavior
|MARISSA DEL VECCHIO (University of South Florida ), Rachel Elizabeth Ayres (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), Daniel Kwak (University of South Florida)|
While individualized, function-based treatment plans have been identified as an effective method for minimizing challenging behavior in schools, schools continue to lack accessibility to school-based professionals who are competent to develop such plans for students. Thus, the current study evaluated the effect of multi-component coaching on school professionals’ facilitation of Prevent-Teach-Reinforce (PTR) as well as its collateral effect on teachers’ implementation of function-based interventions and student outcomes. Three school professionals (i.e., behavior specialists and student support staff) were trained to facilitate the PTR process through a 2-phase coaching process, which included co-facilitation followed by independent facilitation. A total of six teacher-student dyads from three schools participated in this study, in which three of the dyads were involved during co-facilitation and the other three dyads were involved during the independent facilitation. Results indicate that a multi-step coaching process is effective in training school professionals to implement PTR independently with fidelity, although some limitations exist. School professionals effectively produced desired behavioral outcomes for students in school even when the PTR process was implemented independently. School professionals, teachers, and students found the PTR process, interventions, and coaching to be effective and favorable.
|Using Brain Breaks® to Increase On-Task Behavior in a Classroom Setting|
|ARTURO GARCIA (University of South Florida), Peyton Stipes (University of South Florida), Kimberly Crosland (University of South Florida)|
|Abstract: Disruptive behavior in the classroom can harmfully impact students learning and hinder academic growth (Austin & Agar, 2005; Hartman & Gresham, 2016). The term disruptive behavior encompasses many different behaviors, but when used in the classroom it focuses on off-task behavior, noncompliance, talking out in class, aggression, leaving designated areas, and stereotypy (Celebreti et al., 1997; Folino et al., 2014 & Kern et al., 1982). Both antecedent and consequence-based interventions have been conducted in school settings in attempts to decrease disruptive behaviors and increase appropriate on-task academic behavior. Physical activity and antecedent manipulations have demonstrated empirical evidence that both interventions are successful in creating positive behavior change. The purpose of this study was to evaluate the effects of the Brain Breaks® program in relation to on-task classroom behavior. A reversal design was implemented with one elementary school student. Results indicated a substantial increase in on-task behavior upon implementation of the Brain Breaks® videos for this participant.|
Training Educators to Implement Function-Based Intervention Within the Classroom: A Systematic Review
|MADELINE ROSE RISSE (University of South Florida), Danielle Ann Russo (University of South Florida ), Kwang-Sun Cho Blair (University of South Florida)|
Educators serving students with disabilities are often tasked with implementation of behavioral supports, specifically individualized or function-based behavioral interventions. When implemented with fidelity, interventions addressing student function are among the most effective practices for reducing problem behavior and promoting positive behavior change for students with disabilities. However, researchers have indicated that many educators struggle to consistently implement intervention procedures due to a lack of sufficient training prior to and during delivery of intervention. This can then lead to a decreased effectiveness of intervention and negatively impact student outcomes. The purpose of this review was to identify and evaluate single-case research which educators serving school-age students with disabilities were trained to implement function-based behavioral interventions. A total of 13 studies representing 37 participants were identified and reviewed to describe characteristics of (a) participants including educators, trainers, and students, (b) components of training, and (c) modality and dosage of training. Overall, majority of educators served as special education teachers and received no training on behavior change procedures prior to participation in study procedures. Implications for practice, future directions for research, and limitations are described.
|Multicomponent Functional Assessment-Based Interventions Implemented by Classroom Staff: A Meta-Analysis|
|DANIELLE ANN RUSSO (University of South Florida ), Kwang-Sun Cho Blair (University of South Florida)|
|Abstract: Multicomponent functional assessment-based interventions (FABI) have been supported by a large body of research indicating their effectiveness at promoting positive behavior change through means of antecedent-, skills-, and consequence-based procedures that directly address the function of problem behavior. However, these interventions are complex and involve intensive individualized support. The complexities of such interventions are exacerbated when implementation occurs within the classroom setting and by natural change agents such as teachers and paraprofessionals. The purpose of this meta-analysis was to add to the existing literature and synthesize single-case research which school-age students with disabilities received multicomponent FABI implemented by natural change agents in the classroom setting. In all, 24 studies representing 64 participants were identified and systematically reviewed to: (a) determine overall effect of FABI on student behavior, (b) identify study characteristics that may moderate outcomes of intervention, and (c) summarize characteristics of participants, settings, intervention components, and implementer training. Overall, majority of students received intervention within an inclusive elementary school classroom and implemented by a general education teacher. Most multicomponent FABI were developed using a systematic or manualized protocol to facilitate assessment and intervention within the school setting. Implications for practice, future research, and limitations are described.|