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

Previous Page


Symposium #526
Establishing behavior analysis in the public schools; lessons learned the hard way.
Tuesday, May 26, 2009
9:00 AM–10:20 AM
North 121 A
Area: EDC/DDA; Domain: Applied Behavior Analysis
Chair: Timothy M. Weil (University of South Florida)
Abstract: The struggle to control and manipulate maladaptive behaviors in the school district has met many obstacles. In the past, a train and hope method was utilized, with little behavior change as an effect. It is our goal to disseminate behavior analytic skills to Washoe County Staff by implementing multiple tiers of ABA services within the district. One approach is to train staff using a pyramidal design, to effectively teach students. Another approach is to provide consultants to classrooms to help with behavior management. Also, behavior analytic approach was utilized to aid in the acquisition of social skills. The last study investigated a school-wide intervention.
Getting reading to teach: teacher training in the self-contained classroom.
BRIGHID H. FRONAPFEL (Washoe County School District), Christine O'Flaherty Miller (Washoe County School District), Kristen Luchetti (Washoe County School Distrtict), Trish Shaffer (Washoe County School District)
Abstract: A tiered system was utilized to train staff on various targets including classroom set-up, behavioral supports, group instruction, data collections, and the conduction of functional assessments. The targets were divided into three training phases, based on their sophistication. Staff began training in Phase 1, and upon demonstrating mastery, entered into Phase 2. When mastery criterion was met in Phase 2, staff entered into Phase 3. Reinforcement for successful completion of each phase was delivered by the experimenters in the form of certificates and group emails. Data was collected on staff behavior (compliance and follow-through), the completion of training phases, and the percentage of appropriate engagement of the classroom staff.
Getting ready to learn: Classroom behavior management in the self-contained classroom.
THOURAYA AL-NASSER (Washoe County School District), Jody M. Silva (Washoe County School District)
Abstract: Research indicates that effective classroom consultations should include on-site technical assistance two to four times per month (Northup, Wacker, Berg, Kelly, Sasso & DeRaad, 1994), as well as school principal’s involvement of visiting classrooms, emphasizing achievement and training as well as supporting the teachers (Gillat & Sulzer-Azaroff, 1994). The focus of staff training worked on including the principals, teachers, and school staff to observe a model Day Treatment program, read the program manual, and implement language specific feedback to the students. The staff were required to record the students’ responses on their point sheets. The point sheets also served as a measure of student behavioral change. The consultants also modeled effective strategies in the classroom, as well as provide feedback via email and clinical meetings.
: Getting ready to interact: Peer-related behavior interaction in the self-contained classroom.
KAYCEE BENNETT (Washoe County School District), Timothy C. Fuller (Washoe County School District), Elizabeth Sexton (University of Nevada, reno), Jody M. Silva (Washoe County School District), Thouraya Al-Nasser (Washoe County School District)
Abstract: Second Step is a violence prevention curriculum that integrates academics with social skills training. It was designed for use in classrooms for preschool students through middle school students. While it is evidence-based and has been evaluated by professionals and has been approved for funding by federal agencies, most of the data collected has been survey data. Few studies have evaluated the behavioral outcomes of the program, and those that have operationalized behavioral variables have done so using vague verbal constructions to evaluate the behavioral impact. The present study will evaluate the behavioral outcome of the students in a social intervention program (SIP) classroom who are being taught using the Second Step curriculum. The SIP program was patterned after the day treatment program (an educational setting for students with mental health issues as well as behavioral issues) in the Washoe County School District. Students are enrolled in this program after extensive evaluation. The program is designed to reduce problem behavior (e.g., blurting out in class, out of seat time, verbal aggression, and physical aggression). The present study will look at the use of Second Step in reducing problem behavior in the SIP classroom at an urban elementary school.
Getting ready to implement school-wide strategies
SHARLET D. BUTTERFIELD (University of Nevada, Reno), Gregory Golvan (Washoe County School District), Donald A. Jackson (University of Nevada, Reno)
Abstract: Investigation of the establishment of School-wide positive behavior support in a public school setting. Data was collected on the number of school suspensions, detentions, and the number of office discipline referrals. Data will also be presented on the extent to which school-wide positive behavior support has been established across schools in the school district.



Back to Top
Modifed by Eddie Soh