Association for Behavior Analysis International

Classrooms are complex environments that require teachers to implement a variety of classroom management strategies to minimize problem behavior and maximize learning time. Given the difficulty of implementing behavioral interventions in the school setting, there is a need for teacher training and support. This symposium consists of four presentations that examined the impact of educator-implemented interventions for students with developmental disabilities. The first study evaluated using a team-based consultation model for function-based assessments and interventions (the Prevent-Teach-Reinforce; PTR model) to improve school professional and student behavioral outcomes. The second study evaluated the impact of antecedent exercise (e.g., Brain Breaks®) on disruptive behaviors and academic engagement. The third study was a meta-analytic review that synthesized single-case research in which school-aged students with disabilities received multicomponent function-based intervention implemented by natural change agents in the classroom setting. The fourth study was a review of empirical studies in which educators serving school-aged students with disabilities were trained on implementation of function-based interventions.

The target audience members for this symposium are practitioners and researchers.

While individualized, function-based treatment plans have been identified as an effective method for minimizing challenging behavior in schools, schools continue to lack accessibility to school-based professionals who are competent to develop such plans for students. Thus, the current study evaluated the effect of multi-component coaching on school professionals’ facilitation of Prevent-Teach-Reinforce (PTR) as well as its collateral effect on teachers’ implementation of function-based interventions and student outcomes. Three school professionals (i.e., behavior specialists and student support staff) were trained to facilitate the PTR process through a 2-phase coaching process, which included co-facilitation followed by independent facilitation. A total of six teacher-student dyads from three schools participated in this study, in which three of the dyads were involved during co-facilitation and the other three dyads were involved during the independent facilitation. Results indicate that a multi-step coaching process is effective in training school professionals to implement PTR independently with fidelity, although some limitations exist. School professionals effectively produced desired behavioral outcomes for students in school even when the PTR process was implemented independently. School professionals, teachers, and students found the PTR process, interventions, and coaching to be effective and favorable.

Educators serving students with disabilities are often tasked with implementation of behavioral supports, specifically individualized or function-based behavioral interventions. When implemented with fidelity, interventions addressing student function are among the most effective practices for reducing problem behavior and promoting positive behavior change for students with disabilities. However, researchers have indicated that many educators struggle to consistently implement intervention procedures due to a lack of sufficient training prior to and during delivery of intervention. This can then lead to a decreased effectiveness of intervention and negatively impact student outcomes. The purpose of this review was to identify and evaluate single-case research which educators serving school-age students with disabilities were trained to implement function-based behavioral interventions. A total of 13 studies representing 37 participants were identified and reviewed to describe characteristics of (a) participants including educators, trainers, and students, (b) components of training, and (c) modality and dosage of training. Overall, majority of educators served as special education teachers and received no training on behavior change procedures prior to participation in study procedures. Implications for practice, future directions for research, and limitations are described.