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.


32nd Annual Convention; Atlanta, GA; 2006

Event Details

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Symposium #211
CE Offered: BACB
Expanding Applications of Behavior Analysis in Schools
Sunday, May 28, 2006
3:30 PM–4:20 PM
Area: EDC; Domain: Applied Research
Chair: John A. Northup (University of Iowa)
CE Instructor: Cynthia M. Anderson, Ph.D.

The field of behavior analysis has much to offer schools and, in recent years the number of behavior analysts working with schools has increased markedly. In this symposium we present state of the art, data-based methods of assessment and intervention that (a) illustrate how behavior analytic principles and technology can affect meaningful and positive changes in schools, and (b) demonstrate how specific strategies might be applied to assist individual students or groups of students in a school.

An Analysis of Imperative Statements and Preference for Control with Elementary School Children.
JASON M. STRICKER (University of Iowa), John A. Northup (University of Iowa), Terry S. Falcomata (University of Iowa), Kelly M. Vinquist (University of Iowa), Brenda J. Engebretson (University of Iowa)
Abstract: Functional analyses were conducted with three children who made excessive imperative statements in a classroom setting. Results for each child suggested that contingent access to control of a leisure activity increased rates of imperative statements compared to noncontingent control and free play conditions. We then conducted a series of concurrent operants assessments using procedures similar to Harding et al. (1999) that varied the availability of therapist attention and access to high or low preferred toys. All three children chose therapist directed play with high preferred toys over directing the therapist to play with low preferred toys. However, three patterns of allocation were observed when only low preferred toys were available. Matt chose therapist directed play with high preferred toys, but chose to play alone when low preferred toys were available. Jeff chose therapist directed play over playing alone with high or low preferred toys. Paul chose to play alone regardless of preference and only selected the therapist directed play choice when the alternative was to sit alone. These data will be discussed in terms of control as a reinforcing consequence and social stimuli such as attention and access to high preferred activities as abolishing operations for behaviors maintained by control.
Classroom Based Functional Analysis:A Model for Assessing Challenging Behaviors within the Classroom Environment.
MARK J. PALMIERI (Rutgers University), Karen L. Lenard (Temple University), Kate E. Fiske Massey (Rutgers University), Aurelie Welterlin (Rutgers University), Diane Antinoro (Rutgers University), Robert LaRue (Rutgers University), Sandra L. Harris (Rutgers University)
Abstract: The utility of functional assessment has been well established in the research literature. Over the last 30 years, a number of functional assessment methodologies have emerged (i.e., indirect methods, descriptive analysis, analogue functional analysis). Analogue functional analyses (e.g., Iwata et al., 1982/1994) are considered to be the most precise functional assessment methods, yet these procedures are rarely used outside of highly controlled clinical settings. The purpose of the current investigation was to: a) evaluate the use of a brief classroom-based model of functional analysis using teachers as therapists; and b) evaluate the degree of correspondence between the different methods of functional assessment (e.g., descriptive analysis, classroom-based FA, analogue FA). The results indicate that teachers can be effectively trained to implement functional analysis procedures with high levels of integrity in the classroom. In addition, the results also indicate that the correspondence between functional assessment techniques was relatively high, although DA tended to over-identify functions of behavior.
Check-in Check-out: Evaluation of a Targeted Group Intervention in Elementary Schools.
AMY KAUFMAN (University of Oregon), Sarah A. Fairbanks (University of Oregon), Anne Wonderly Todd (University of Oregon), David Guardino (N/a)
Abstract: N/a
An Analysis of the Effectiveness of the Behavior Education Program.
KATHERINE SANDRA MACLEOD (University of Utah), Leanne Hawken (University of Utah)
Abstract: The Behavior Education Program (BEP) is a modified check-in, check-out, targeted intervention implemented school-wide with students at risk for increasing occurences and intensity of behavior problems. Until recently, research documenting the effectiveness of targeted or secondary level interventions has been limited. This presentation will present two analyses of the effectiveness of the BEP in an elementary school setting. The first analyses will report the effects of the BEP on office discipline referrals for students participating in the intervention. These results indicate that the BEP was effective with 9 out of 12 students or 75% of the students who received the BEP. The second analysis used functional behavioral assessment to evaluate the relationship between the function of the student's problem behavior and the effectiveness of the BEP. Results support the use of functional behavioral assessment in determining appropriateness of the BEP for individual students and when individualized intervention is necessary. Program implementation fidelity and social validity ratings for the BEP will also be presented.



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