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| Classroom Interventions within the Context of School-Wide Positive Behavior Support |
| Tuesday, May 30, 2006 |
| 9:00 AM–10:20 AM |
| University |
| Area: EDC; Domain: Applied Research |
| Chair: Debra M. Kamps (Juniper Gardens Children's Project) |
| CE Instructor: Linda S. Heitzman-Powell, Ph.D. |
| Abstract: This symposium consists of four data-based presentations of classroom interventions for students with behavioral problems. Studies include effects for (a) classroom implementation of School-wide PBS procedures including eco-behavioral observations and data analysis, (b) use of Class-wide Function Based Intervention Teams (CW-FIT), a group contingency program to improve student performance in elementary and middle school classrooms, (c) secondary level interventions within the Behavior and Reading Improvement Center model of positive behavior support, and (d) teacher self-evaluation to improve praise rates and student behavior. Presentations will describe methods, intervention procedures, and results for teacher and student behaviors. Results indicated positive outcomes for increased on task and decreased disruptive behaviors for challenging students. Interventions also resulted in increased levels of teacher attention to appropriate behaviors and reductions in negative peer attention. |
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| An Ecobehavioral Observation Study of Schoolwide PBS and Students with or at Risk for EBD. |
| HOWARD P. WILLS (Juniper Gardens Children's Project), Linda S. Heitzman-Powell (University of Kansas and Juniper Gardens Children's Project), Kimberly K. Bessette (University of Kansas), Rachel White (University of Kansas), Allison Kimbrell (University of Kansas), Kelley Young (University of Kansas) |
| Abstract: This presentation will report the results of an ecobehavioral observation study involving 4 urban elementary schools, 32 classrooms, and 64 students with or at risk for EBD. Participating students were nominated by their primary teachers. Each student was observed for 30 min of 2 math and 2 reading periods in the fall and again in the spring. The Multi-Option Observation System for Experimental Studies (MOOSES) (Tapp et al., 1990) was used to record several student, teacher, and contextual measures. Duration codes included engagement, instructional group size, in-seat, transitions. Frequency codes included inappropriate behaviors, compliance, non-compliance, teacher praise and reprimands to individuals and group, and teacher precorrects. SET (Sugai, Lewis-Palmer, Todd & Horner, 2001), I-SSET (Lewis-Palmer, Todd, Horner, & Sugai, 2003), and PBS Surveys (Lewis & Sugai, 1999) were used to provide status of SwPBS implementation. In addition, a revised Classroom Atmosphere Rating Scale (Kamps et al., 2004) was used to document the fidelity of implementation of SwPBS at the classroom level. Findings indicate that, in all four schools, classroom implementation of SwPBS components is essential for the benefits of SwPBS implementation to address the needs of those students at greatest risk. |
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| Effects of the Class-wide Function Based Intervention Team ”CW-FIT” Group Contingency Program. |
| LINDA S. HEITZMAN-POWELL (University of Kansas and Juniper Gardens Children's Project), Anna C. Schmidt (University of Kansas), Debra M. Kamps (Juniper Gardens Children's Project) |
| Abstract: This presentation will include a program description of the CW-FIT group contingency intervention and data from two classroom settings. CW-FIT consists of 4 critical components. The first is teaching functional replacement behaviors for the inappropriate behaviors that currently function to (a) obtain attention (adult or peer); (b) escape from tasks; and (c) gain access to materials, privileges, and activities. The differential reinforcement of alternative behaviors (DRA)/contingencies consists of both group and individual contingencies, to be carried out as a class “game”, where students earn points for their teams by engaging in any of the desired behaviors (e.g., on-task, using quiet voices, ignoring misbehavior, remaining in seats during work time, using appropriate behaviors to gain teacher attention). The next component of the intervention is extinction, a process which minimizes social responses (e.g., attention) to inappropriate behavior. The final component of the CW-FIT is self-management. This consists of a “mini-chart” that matches to the class chart for the contingency program. This individual chart will be placed on the desk for each of the target students and 2-3 peers. Results indicated reductions in student disruptive behaviors, increased on task behavior, increased teacher praise and decreased use of reprimands. Data will be presented for two classrooms, 1st grade and 7th grade. |
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| Comparative Effects of Five Lower- Intensity Teacher-Mediated Secondary Interventions. |
| RICHARD WHITE (University of North Carolina, Charlotte) |
| Abstract: The model of positive behavior support employed by the Behavior and Reading Improvement Center at UNC Charlotte posits two levels of targeted secondary intervention. The model has been implemented across seven school sites in grades K-3. The first level entails lower intensity teacher-mediated or self-mediated interventions and the second level entails pull-out individual or small group direct social skill instruction. The first level interventions employed include contingency contracting, fixed schedule teacher-monitoring, fixed schedule self-monitoring, fixed schedule teacher evaluation, or fixed schedule self-evaluation. Teachers in collaboration with the school positive behavior support team make intervention selection decisions among these first-tier options. The presentation will address prevalence of teacher intervention selection, procedural reliability outcomes, and comparative effects of the five lower intensity interventions on student behavior. Results indicate teacher preference for contingency contracting in combination with one of the fixed schedule intervention options. Student behavior outcomes were more improved with the combination and hence higher dosage of these interventions even though the combination entailed overall lower procedural reliability outcomes. The fixed schedule interventions were effective, but less so than when combined with contingency contracting. There were no significant differences in procedural reliability or student outcomes among the fixed schedule options. |
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| Effects of Teacher Self Evaluation on Students’ Academic and Social Behaviors. |
| JOSEPH H. WEHBY (Vanderbilt University), John E. Staubitz (Vanderbilt University), Kevin Sutherland (Virginia Commonwealth University) |
| Abstract: While providing praise for desired behaviors have been shown to have positive effects on student outcomes, descriptive research suggests that teachers of students with emotional and behavioral disorders provide praise infrequently. The purposes of this study were to (a) examine the effect of a self-evaluation intervention using audio taped samples of teachers’ instructional behavior on the rates of praise and opportunities to respond in classrooms for students with EBD and (b) to examine the effect of the intervention on student disruptive behavior as well as academic performance assessed via curriculum-based measurement. Teachers from three classrooms for students with severe emotional and behavioral disorders participated in the project. A multiple baseline design across teachers was used. Results show that the intervention had positive effects on teacher praise and students’ correct academic responses, and the mean ratio of praise to reprimands changed across phases for teachers in the treatment group. Minimum change was noted on curriculum-based measures. Implications for future research and limitations of the study will be discussed. |
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