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.


34th Annual Convention; Chicago, IL; 2008

Event Details

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Symposium #260
CE Offered: BACB
Evidence Based Practices Reviews: Secondary Interventions
Sunday, May 25, 2008
3:00 PM–4:20 PM
Williford C
Area: EDC; Domain: Applied Research
Chair: Cynthia M. Anderson (University of Oregon)
Discussant: Cynthia M. Anderson (University of Oregon)
CE Instructor: Cynthia M. Anderson, Ph.D.

This symposium presents 3 evidence-based practice reviews of interventions that can be used at the secondary level within a positive behavior supports model.

A Meta-Analysis of the Definition, Features and Effects of Secondary Prevention Interventions.
CAROL ANN DAVIS (University of Washington), Pei-Yu Chen (University of Washington)
Abstract: While the effect of School-Wide Positive Behavior Support has been widely supported by literature in the past ten years, the results of secondary prevention studies have been not as widely documented (Hawken & Horner, 2003). The purpose of this presentation is to summarize and synthesize the existing literature on secondary prevention interventions and to pose discussion questions linking the existing literature to the key components of SWPBS. First, we reviewed the definition of secondary prevention or targeted intervention in the existing literature. Secondly, based on the 10 key features of secondary prevention interventions listed, we reviewed empirical studies to investigate how effective the intervention was and how well each empirical study matched the definition of secondary prevention features. Results showed that the definition of secondary prevention on the PBIS website was consistent with most reviewed studies however, the review revealed some discrepancies in necessary components of secondary interventions. In addition, the literature will be discussed in terms of evidenced-based practices.
Just How Good is the Good Behavior Game?
HEATHER STERLING-TURNER (University of Southern Mississippi), Daniel H. Tingstrom (University of Southern Mississippi), Brandy Dickerson (University of Southern Mississippi), Nichole Weakley (University of Southern Mississippi), Katherine Menousek (University of Southern Mississippi)
Abstract: In recent years and driven in part by federal mandates, professional organizations such as APA and CEC have developed systematic procedures for evaluating the effectiveness of various educational and mental health practices. The primary purpose behind such initiatives is to allow relevant consumer groups, including practitioners and researchers, to make determinations of the quality of support for a body of literature focused on a given assessment or intervention procedure. The Good Behavior Game (GBG), a variation of an interdependent group-oriented contingency, is a well-researched intervention for use in classroom settings. First appearing in 1969, the GBG has been adapted for use in a variety of academic settings to manage students’ social and academic behaviors. Although individual studies and summary literature reviews of the GBG generally support the effectiveness of the intervention for producing desired behavior change, to date, the GBG has not be subjected to any of the standards for evidence-based support. In this paper, comparative data for the GBG will be presented using the various professional standards for determining intervention effectiveness. As the overwhelming majority of GBG studies employ time-series designs, discussion will primarily center on standards that allow for the evaluation of these designs.
Check-in/ Check-out as a Targeted Intervention at Elementary, Middle and High School.
ROBERT H. HORNER (University of Oregon), Jessica L. Swain-Bradway (University of Oregon), Amy Kauffman (University of Oregon)
Abstract: Check-in/ Check-out is a daily report card intervention designed for implementation as part of a multi-tiered school-wide positive behavior support implementation. This session will share results from applications of the Check-in/ Check-out procedure at elementary, middle and high schools. Emphasis will be given to the role of core behavioral features implemented within varying contexts.



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