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.

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32nd Annual Convention; Atlanta, GA; 2006

Event Details


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Symposium #427
Implementing ABA Interventions in Elementary Schools: Four Examples
Tuesday, May 30, 2006
9:00 AM–10:20 AM
Lenox
Area: CSE; Domain: Service Delivery
Chair: Steph Perrino (Florida State University)
Abstract: The application of ABA programs and services in classrooms and schools continues to become more common place. This session showcases four examples of behavioral programs conducted in regular education classrooms at elementary schools. The programs each target specific maladaptive behaviors and ultimately look to increase active engagement in academic tasks.
 
Sit Down and Get to Work: The Effects of a Treatment Package Designed to Increase Time On-Task in a Mainstream Kindergarten Classroom.
SALLIE WEAVER (Florida State University), Marco D. Tomasi (Florida State University and Behavior Management Consultants)
Abstract: An ABCAC modified reversal design was used to evaluate a behavioral program designed to increase the time spent on-task by a regular progression kindergarten student. Engagement, time out-of-seat, and inappropriate verbalizations were targeted during both group and individual arrangements. The first treatment utilized a variable schedule of social reinforcement paired with delayed access to preferred activities to increase engagement. A structured time-out procedure designed to address disruptive behaviors was also applied. The second treatment added a visual prompt to further address the out-of-seat behavior. The treatment package increased engagement in alone settings from a mean of 47% of intervals during observation sessions to a mean of 88% of intervals. In group settings, engagement increased from a mean of 66% of intervals during baseline to 81% of intervals with the treatment package.
 
Are You Ready For Some Football? A Sports Themed Treatment Package in the Classroom.
LINDSAY HARRINGTON (Florida State University), Marco D. Tomasi (Florida State University and Behavior Management Consultants)
Abstract: Engagement, time out-of-seat, inappropriate talking and fidgeting were targeted during both group and individual arrangements for a first grade student. The student was described by the classroom teacher as her most disruptive student ever. An intervention composed of a change in seat location, a sports themed reinforcement program and structures time-out was implemented following a thorough functional behavior assessment and reinforcer assessment. The sports themed reinforcement program utilized both verbal praise and access to preferred activities. Engagement in alone settings increased from a mean 43% of intervals during observation sessions to a mean of 77% of intervals with the intervention. In group settings, engagement increased form a mean of 45% of intervals during baseline to 80% of intervals with the intervention.
 
Flower Power: The Effects of Reinforcement, Teacher Prompting, and Time-Out on Classroom Behaviors.
NICOLE CAMBRIDGE (Florida State University), Marco D. Tomasi (Florida State University and Behavior Management Consultants)
Abstract: The purpose of the present study was to increase one student’s time spent actively engaged in classroom activities while decreasing the amount of distractions to the teacher and peers. The targeted student had the highest number of discipline referrals in the entire first grade. The study took place in an elementary school classroom located in the Southeastern United States. A package intervention composed of a Strip Program, social reinforcement delivered on a VI5 schedule, a Flower-Power token economy, and a structured time-out procedure were implemented in the classroom. An ABAB design was used to evaluate the effects of the intervention. During baseline the student was engaged a mean of 28% of sessions in group arrangements and 34% when alone. This was increased to a mean of 95% in group arrangements and 89% when alone following intervention. The brief return to baseline saw engagement drop below a mean of 3% of sessions before returning to previous intervention levels when the treatment was reintroduced.
 
Marble Madness: A Program for Reducing the Disruptive Behaviors of an Elementary School Student.
AMBER L. WATTS (Florida State University), Marco D. Tomasi (Florida State University and Behavior Management Consultants)
Abstract: An ABCAC modified reversal design was used to evaluate a behavioral program designed to increase the time spent on-task by a regular progression first grade student. Engagement, time out-of-seat, class disruptions, and compliance to classroom instructions were targeted during both group and individual arrangements. A multi-component intervention that included a token economy and manipulation of teacher prompting was used. This treatment utilized high rates of immediate positive teacher attention combined with frequent and immediate, contingent delivery of tangible reinforcers on a variable schedule. A structured time-out procedure designed to address disruptive behaviors was also applied. Following teacher training, the treatment program increased engagement from a mean of 39% during baseline to 81%. Introduction of a timer capable of prompting on variable interval schedule further increased engagement. Compliance also increased from a mean of 50% to a post-intervention mean of 100%.
 

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