|Using Applied Behavior Analytic Interventions Within a Multi-Tiered Framework to Improve Student Outcomes|
|Saturday, September 3, 2022|
|2:00 PM–2:50 PM |
|Meeting level 2; Wicklow Hall 1|
|Area: EDC/OBM; Domain: Applied Research|
|Chair: Robert F. Putnam (May Institute)|
|Discussant: Robert F. Putnam (May Institute), Cathy Goguen (Gardner Public Schools)|
|CE Instructor: Robert F. Putnam, Ph.D.|
Schools are increasingly challenged to improve the functioning of their school populations, particularly in a pandemic world. Multi-tiered systems of support encompassing applied behavior analytical practices and data-based decision-making have improved overall school functioning. This symposium will highlight the efforts of one school district to implement this framework to achieve student behavior outcomes and classroom academic engagement. The first paper will review the research on applied behavior analytical practices in classwide behavior support. The presentation will go over the use of classwide functional assessment to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. A brief case study of a classroom behavior system utilized will be reviewed. Improved student outcomes were observed in reduced reactive discipline practices The second paper will review a multi-tiered system of support in an elementary school over two years was implemented. Data on reduced office disciplinary referrals comparing a similar school period on a year-over-year basis. Additionally, data will be presented on the effectiveness of Tier 2 and Tier 3 interventions.
|Instruction Level: Intermediate|
|Target Audience: |
Understanding of an MTSS approach Evidenced-based school-wide interventions
|Learning Objectives: At the conclusion of the presentation, participants will be able to 1) Apply functional assessment strategies to the selection and implementation of effective classroom-wide practices 2) Use evidence-based methods used to train teachers in classroom-wide behavior support practices; 3) describe how to implement a multi-tiered data-approach in a school|
|Implementing Applied Behavior Analytic Classroom Practices to Improve Academic Engagement|
|JOYCE WEST (Gardner Public Schools )|
|Abstract: This presentation will provide a review of the research on applied behavior analytical practices in classwide behavior support (Simonsen & Fairbanks, Briesch, Myers, & Sugai, 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include 1) antecedent practices; 2) instructional management practices, 3) reinforcement practices and 4) consequence practices. The presentation will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect and direct instruction leading to how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students.
Finally, a case study of the implementation of MTSS/PBIS in a small, diverse, high-needs city in Massachusetts utilizing the Classroom Observation System (Putnam & Handler, 2020) will be reviewed. In particular, how buy-in was obtained, how staff was systematically trained, and how these practices were utilized as a tiered system of response to improve implementation fidelity data across schools and teacher implementation of applied behavior analytic classroom practices will be shown. Improved student outcomes were also observed in reduced reactive discipline practices.|
Improving School-Wide Student Outcomes During a Pandemic
|JOYCE WEST (Gardner Public Schools)|
This paper will review implementing a multi-tiered system of support in an elementary school in a small, diverse, high-needs school district in Massachusetts, USA, over two years. First, the presentation will outline how buy-in was obtained from school staff. Secondly, how data-based teams were developed across all three tiers. Thirdly, what easily accessible and available meaningful disaggregated data in a graphical form was used to help teams improve their decision-making. This was particularly useful in selecting and implementing of applied behavior analysis practices across all tiers. This also helped these data-based decision-making teams monitor their interventions' effectiveness to attain meaningful outcomes. Reductions were seen in their Office Discipline Referrals across the school over a two-year comparison period. Secondarily, there was a gain in the amount of student instructional minutes and a reduction of time administrators used to process these Office Discipline Referrals. Additionally, data will be presented on the effectiveness of Tier 2 and Tier 3 interventions implemented with these selected students.