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.


35th Annual Convention; Phoenix, AZ; 2009

Event Details

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Symposium #202
Effects of Self-Monitoring on Teaching Behaviors
Sunday, May 24, 2009
10:30 AM–11:50 AM
North 121 A
Area: EDC; Domain: Applied Behavior Analysis
Chair: Natalie Allen Williams (Weber State University)
Abstract: Many evidence-based instructional practices have been identified (e.g., Hofmeister & Lubke, 1990; Rosenshine & Stevens, 1986; Wolery, Ault, & Doyle, 1992), but if they are not implemented correctly they are often ineffective (Belfiore, Fritts, & Herman, 2008). Thus, it is important for pre-service and in-service teachers to ensure they are implementing practices correctly. Self-monitoring has been shown to be effective for many behaviors, including increasing classroom participation (Atkinson et al., 1975), increasing use of praise statements (Kalis, Vannest, & Parker, 2007), decreasing inappropriate classroom behavior (Webber, et al., 1993), and increasing accuracy of discrete trial instruction (Belfiore, et al., 2008). The purpose of this symposium is to present findings from four studies using self-monitoring with either pre-service or in-service special education teachers. Three studies used video-based self-monitoring and one used a self-monitoring checklist. Dependent variables included praise statements, opportunities to respond, corrective feedback, student engagement, and implementation of a token economy system.
Effects of Self-Monitoring on Use of Effective Instructional Practices
KAREN D. HAGER (University of Kentucky), Belva C. Collins (University of Kentucky)
Abstract: We used a multiple baseline across behaviors design replicated across participants to examine the effects of video-based self-monitoring on student teachers’ use of effective instructional practices. Participants were student teachers in their final special education student teaching placement. They were placed in elementary and secondary classrooms for students with moderate to severe disabilities. After taking baseline data, we set target criteria for praise rate, opportunities to respond, and student engagement. Student teachers videotaped lessons daily and at the end of the school day viewed the video to collect and record data on the target behaviors. Rate data were collected on both praise statements and opportunities to respond, and momentary time sampling was used to measure student engagement. Student teachers collected and graphed data each day. Generalization and maintenance of these behaviors were measured by the researchers. The effects of self-monitoring of these behaviors on student teacher performance will be presented.
The Effects of Video-Based Self-Monitoring and Data-Based Decision Making Procedures on Pre-Student Teacher Instructional Behaviors
MELINA ALEXANDER (Weber State University), Natalie Allen Williams (Weber State University)
Abstract: We examined the effects of video-based self monitoring and data-based decision making on pre-service teachers rates of opportunities to respond and praise in a practicum placement. Pre-service teachers video-taped their teaching experiences during a practicum placement in a secondary class for students with mild/moderate disabilities. Pre-service teachers were instructed on data collection procedures and told to take daily data on their video-taped lessons. After practicum experience, each day, pre-service teachers collected data on the number of opportunities to respond and/or the number of praise statements. After data collection they completed a data based decision making record. The data based decision record consisted of a graphical display of the data (opportunities to respond and praise rates), an analysis of the quality of praise or opportunities to respond, and a plan for maintenance or improvement. Bi-weekly conferences were held with supervisors in order to discuss performance. Results of pre-service teacher video-monitoring and data-based decision making will be shared. A discussion of challenges and future video-monitoring use will follow.
Watch this! Using Video Feedback During Post-teaching Conferences with Pre-service Teachers
MICHELE M. NOBEL (Antioch University McGregor)
Abstract: Pre-service teaching candidates videotaped their performance teaching 10-minute mini-lessons while preparing for student teaching. Candidates and their Campus Supervisor viewed their lessons and scored videotapes for opportunities to respond, praise statements, and corrective feedback. Post-teaching conferences were conducted to share data and provide opportunities for candidates and the supervisor to discuss results and plan for retention or remediation of teaching skills. Presenter will share results from two pre-service teaching candidates and discuss benefits, challenges, and future directions for using video feedback during student teaching supervision.
Effects of Self-Monitoring Checklist on Accurate Implementation and Subsequent Effectiveness of a Behavior Management Procedure
SUMMER FERRERI (Michigan State University), Joshua Plavnick (Michigan State University)
Abstract: We examined the effects of a self-monitoring checklist on staff implementation of a token economy system and on changes to academic readiness behaviors of two students in a public, early childhood special education classroom. A teacher and two paraprofessionals were trained to implement a token economy procedure for one student with autism and another student with a speech and language impairment, both of whom engaged in severe problem behaviors. A multiple baseline across staff showed an improvement in token economy implementation when the self-monitoring checklist was used. A multiple baseline across students demonstrated increased engagement in academic readiness behaviors when staff used the checklist. Results suggest that self-monitoring can be an effective method for increasing the accuracy with which staff implement a token economy system and that student outcomes can be effected by the accuracy with which an intervention is implemented.



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