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| Interventions and Functional Analysis Procedures for Elementary School Children with Emotional and Behavioral Risks |
| Sunday, May 29, 2005 |
| 3:00 PM–4:20 PM |
| Williford B (3rd floor) |
| Area: EDC; Domain: Applied Research |
| Chair: Debra M. Kamps (University of Kansas) |
| Abstract: This symposium consists of four data-based presentations of intervention and functional analysis procedures in public schools. Studies include effects for (a) use of ecobehavioral analysis to design a token system to improve student performance and appropriate teacher attention for first graders; (b) use of a group contingency intervention to increase teacher attention to appropriate behavior and student engagement in 2nd and 3rd grade classrooms; (c) use of paraprofessional implemented functional analysis to design intervention for a disruptive student in a special education setting; and (d) use of teacher implemented functional analysis to design intervention for a first grade student. Presentations will describe methods, intervention procedures, and results for teacher and student behaviors. Results indicate positive outcomes for public school staff in implementation of interventions, and functional analysis procedures (with guidance from research staff); with decreases in disruptive behaviors by students, increases in engagement, and increases in teacher praise and contingent attention across multiple teachers and students. |
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| A Token System to Increase Teacher Praise and Improve Student Behaviors: Incorporating Ecological Observational Data to Inform an Intervention |
| JUNELYN LAZO (Regional Center of Orange County), Debra M. Kamps (University of Kansas) |
| Abstract: This study investigated the use of a token system to improve student on-task behavior, decrease disruptive classroom behavior, and increase teacher praise as a secondary intervention to a school-wide system of positive behavior support. Additionally, ecological observational data were analyzed for data patterns to inform the intervention and monitor the environmental effects of the intervention. Participants in this study were a first-grade general education elementary school teacher and three of her students. A multiple baseline design across students using an ABAB withdrawal within subjects was implemented to assess the effects of the token system. The behaviors were immediately affected with the implementation of the token system: The total frequency of inappropriate behaviors across the three participants was 429 during baseline and 106 during intervention. Ecological observation data are recommended for teachers to provide ongoing assessment of challenging behaviors. |
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| The Effects of a Group Contingency Intervention on Students Identified At-Risk for Antisocial Behavior |
| STEPHANIE THORNE (University of Kansas), Debra M. Kamps (University of Kansas) |
| Abstract: This study will present information on a class-wide group contingency intervention. The study was implemented in 4 classrooms including, 6 second grade students and 6 third grade students who were identified and assessed as being at risk for antisocial behavior. The primary goal of the intervention was to decrease the frequency of inappropriate behaviors and to increase academic engaged time in the classroom by adding a positive behavioral component to the existing school-wide discipline program. A multi-baseline design with an embedded reversal condition was implemented to evaluate behaviors during the treatment phases. Reliability was taken on 22% of the data. Results indicated that inappropriate behaviors decreased to 2-4 per 15 minute block compared to 18-24 during baseline. On task behavior improved to 90%+ during intervention compared to mean of 52% during baseline. |
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| The Effects of a Para-Professional Implemented Functional Analysis and Intervention on an Elementary Student with Severe Behavior Problems |
| KIMBERLY K. BESSETTE (University of Kansas), Howard P. Wills (University of Kansas), Gregory P. Hanley (University of Kansas) |
| Abstract: The purpose of this study was to evaluate whether a para-professional in a special education classroom could carry out a functional analysis (i.e., attention, escape, and play conditions) and then successfully implement a function-based intervention with a second-grader displaying severe behavior problems. The para-professional completed an initial indirect interview to assess perceived behavioral functions, and a pre-test to ascertain skill regarding the functional analysis procedures (score=45%). The para-professional was trained (to a criterion of 90%) on the functional analysis procedures and subsequently carried out the procedures in the classroom. Direct observation data collected on student behaviors showed changes in behavior across conditions with consequent decreases to acceptable levels following implementation of the function-based intervention by the para-professional. Results of this study suggest that a para-professional can be trained in a short-period to reliably and accurately conduct a functional analysis and implement a function-based intervention for a child with severe behavior challenges in the natural setting. |
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| Functional Analysis in the Classroom: What are the Outcomes When a Classroom Teacher Conducts the Analysis? |
| JANNA N. SKINNER (University of Kansas), Mary B. Veerkamp (University of Kansas), Howard P. Wills (Juniper Gardens Children's Project) |
| Abstract: The purpose of this study was to determine whether a general education classroom teacher could conduct a functional analysis with a 1st grader with challenging behaviors while maintaining the structure of the entire class. The extent to which treatment fidelity is maintained when the teacher has had direct contact with the maintaining variables and development of the treatment plan was another variable of interest. Functional analysis conditions, which were based on baseline observation in the classroom, included teacher attention, peer attention, escape, and play. Attention in general was found to be a maintaining consequence for the student’s disruptive behavior. A reversal design was used to compare different function-based behavior and contingency plans proposed by the team composed of the teacher, student teacher, and behavior consultants. Direct observation data collected on student behaviors showed reductions in problem behaviors upon implementation of the function-based intervention. Treatment fidelity was measured by observations in the classroom one month past reduction in behavior to acceptable levels. Results suggest classroom teachers are capable of using functional analysis in the classroom with assistance from a consultant, and can effectively implement function-based interventions for behavior problems. |
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