|Applications of ABA for Decreasing Problem Behavior of Students in the Classroom
|Sunday, May 25, 2014
|4:00 PM–4:50 PM
|W194b (McCormick Place Convention Center)
|Area: EDC; Domain: Applied Research
|Chair: Sindy Sanchez (University of South Florida )
|CE Instructor: Jackie Lansdale, M.A.
|Abstract: The presenters in this symposium will describe a variety of interventions utilizing behavior principles to decrease problem behaviors of students in the school setting and increase appropriate behaviors in the classrooms. The first presentation will describe a study using the Tier 2 Check-In/Check-out intervention incorporating peer tutors as the intervention coordinators, therefore minimizing the involvement by school staff. The second study took place in a school implementing the Positive Behavior Support framework and evaluated the use of response cards (white boards) in an Elementary School classroom to decrease problem behavior and increase active student responding as well as accuracy of responding. The last presentation will describe a comparison study of NCR versus DRO and discuss which procedure was most effective in reducing disruptive behavior of school aged children and which procedure was most preferred by teachers. Teacher preference was assessed via questionnaires and a choice condition in which they picked which procedure to implement.
|Evaluating Check-In Check-Out with Peer Tutors
|SINDY SANCHEZ (University of South Florida ), Raymond G. Miltenberger (University of South Florida)
|Abstract: This study evaluated the use of peer tutors to implement an intervention known as Check-In Check-Out (CICO) to increase desirable classroom behavior of three elementary students (tutees). Peer tutors performed the morning check-in with the tutees where they gave the tutees a Daily Progress Report (DPR) form discussed the expectations for the day. At the end of each class period, the peer tutors and tutees briefly met with the classroom teacher who provided the tutees with feedback and scored the DPR form based on a 0-2 scale if they met the expectations for that class period. The teacher did this following each class period. At the end of the day the tutees checked-out with the peer tutors and received a reward if they met their daily points' goal. Following baseline, all three tutees increased the daily points earned with the implementation of the CICO procedure in a multiple baseline across participants design.
|Effects of Response Cards on the Disruptive Behavior of Students
|LESLIE SINGER (University of South Florida), Kimberly Crosland (University of South Florida)
|Abstract: This study examined the effects of response cards (RC) in the form of white boards on the disruptive behavior and academic responding of students during whole-class guided-reading instruction in a first-grade classroom. The authors combined two baseline conditions with an alternating treatments design and then replicated the effects across four teacher-nominated students. The first baseline condition was the teacher’s typical instruction format, where one student who raised his/her hand was called upon to respond to the teacher’s question. The second baseline condition (BL’) was the same with an additional control for the number of teacher-delivered questions to the class per session. The RC condition was the same as BL’ except students were expected to write their answers on the laminated card and then display upon the teacher’s cue. RC and BL’ were alternated and results revealed that RC implemented by a classroom teacher did reduce students’ disruptive behaviors and increased their academic responding during class.
NCR Versus DRO: Evaluation of Effectiveness and Teacher Preference
|Jackie Lansdale (Positive Behavior Supports Corp.), Kimberly Crosland (University of South Florida), LESLIE SINGER (University of South Florida)
Previous research has demonstrated that non-contingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) are effective in reducing problem behavior of children both in and out of the classroom. However, few studies have assessed which procedure is most socially acceptable among teachers. In addition, studies have not recorded data on fidelity of implementation among teachers. A non-concurrent multiple baseline across teachers design was used to (a) demonstrate the effect of NCR and DRO on the problem behaviors of school aged children with no identified developmental disability, and (b) assess implementation fidelity of each procedure by the teacher. This study further assessed which procedure was preferred by teachers by the addition of questionnaires and a choice phase in which teachers ultimately chose which procedure to implement. Results showed that both procedures significantly reduced problem behavior across all participants, with the DRO procedure having the greatest effect. The procedure that was preferred most by teachers varied across participants.