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| Intervening Effectively in Schools: Developing Systems for Implementation of Function-based Interventions |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 121 BC |
| Area: EDC/CSE; Domain: Applied Behavior Analysis |
| Chair: Cynthia M. Anderson (University of Oregon) |
| Discussant: Teri Palmer (Private Practice) |
| CE Instructor: Jeffrey H. Tiger, Ph.D. |
| Abstract: Research suggests that interventions derived from a functional assessment are more likely to be effective than those that are not and a growing body of research documents the utility of function-based interventions in schools and community settings and with individuals presenting with a variety of problems. Further, the technology of functional assessment has evolved such that a range of methods now are available to fit various contexts and presenting problems. In spite of these advances however, function-based support is not widespread in schools. Many schools attest to doing functional assessments however methods often are not implemented with fidelity or not used to develop function-based interventions. One reason for this lack of implementation may be that systems for implementing function-based supports in school settings have not been clearly defined. In this presentation we describe key features necessary for implementation of function-based interventions in school settings based on work across three states, Florida, Oregon, and Washington. Data from schools and school districts documenting outcomes of systems-change will be provided. In addition, implications for behavior analysts working in school settings will be discussed. |
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| Scaling behavior analysis: Implementing function-based support across schools and districts |
| CYNTHIA M. ANDERSON (University of Oregon), Nadia Katul-Sampson (University of Oregon), Renee K. Van Norman (University of Oregon) |
| Abstract: Although function-based interventions are demonstrably effective, behavior analysts have not been successful in guiding schools to implement this technology at scale (i.e., across entire schools, school districts, and states) in a manner that is efficacious, efficient, and sustainable. Systems for implementing function-based support in schools are necessary to enhance fidelity and sustainability. In this presentation we describe a framework for schools attempting to support the social behavior of all students. The framework, “Intensive Positive Behavior Support” builds off a universal, school-wide intervention and consists of two additional tiers, secondary and tertiary interventions. Secondary interventions are group interventions designed to be implemented quickly when a need is identified and tertiary interventions require a pre-treatment functional assessment. We delineate key practices (e.g., multiple-methods of functional assessment), systems (e.g., teams, training, levels of expertise required), and outcome measures (i.e., data-based decision-making and progress monitoring) needed for successful implementation of a three-tiered framework in schools. Finally, we provide outcome data documenting (a) fidelity of implementation, (b) changes in student behavior, and (c) social validity across multiple school districts. |
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| Prevent-Teach-Reinforce: An Effective and Efficient Process for Schools |
| DONALD K. KINCAID (University of South Florida), Rose Iovannone (University of South Florida/Florida Mental Health) |
| Abstract: Prevent-Teach-Reinforce is a standardized ABA process that allows teachers, with the assistance of a behavior consultant, to guide the development and implementation of behavioral interventions for students. A randomized control group design was used to investigate whether PTR is more effective than typical interventions used in school settings. The sample included over 200 K-8 students who exhibited severe problem behavior. PTR includes a process for developing a function-based intervention plan that includes three core components: (a) preventing problem behaviors; (b) teaching new replacement behaviors; and (c) reinforcing appropriate replacement behaviors. Interventions were selected and implemented by teachers, who received direct coaching to implement the plan. Outcome measures included fidelity of implementation, impact of contextual conditions, and student change in problem, social, and academic behaviors. Data analysis indicates that students who received PTR showed significantly greater improvements in problem behaviors, social skills and academic engaged time than the comparison group. Teachers gave the PTR intervention high social validity ratings. This research project contributes to the field by providing data that are obtained from both experimental randomized group and single subject designs and school personnel with a collaborative problem-solving ABA process that is effective and efficient. |
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| Scaling the Pyramid: Linking ongoing professional development to increase support for students with problem behavior |
| CAROL ANN DAVIS (University of Washington), Annie McLaughlin (University of Washington) |
| Abstract: The purposes this presentation are to: a) describe a model that develops a sustainable system that can be used by schools and teachers when providing individualized supports for students with chronic behavior problems, and b) present initial implementation data on fidelity of practice and initial child outcomes. This model provides training in the main components of developing and implementing a behavior plan. Data will be provided on: the percent of functional behavioral assessment that are written with fidelity, the percentage and proportion of behavior intervention plans that address the function of the problem behavior, the percentage behavior plans implemented with fidelity in the classroom. In addition, two individual behavior plans will be implemented and data on student outcomes will be presented. |
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