|Oldies but Goodies: School Applications of Classic Research in Applied Behavior Analysis
|Monday, May 31, 2010
|3:00 PM–4:20 PM
|Texas Ballroom Salon D (Grand Hyatt)
|Area: EDC; Domain: Applied Behavior Analysis
|Chair: Sara C. Bicard (University of Memphis)
|Discussant: Sara C. Bicard (University of Memphis)
|CE Instructor: John Borrero, Ph.D.
|Abstract: This symposium will showcase three replications and extensions of classic research in applied behavior analysis. Two studies demonstrate that group oriented contingencies (GOC) and function-based interventions can be used by classroom teachers to increase appropriate behavior of students with emotional and behavioral disorders. The first study found that an individualized interdependent GOC, a combination of independent and interdependent GOC, increased academic test scores and behavior of students with emotional and behavior disorders in a residential setting. The second study investigated the efficacy of interventions derived from functional behavior assessments reduced the time a student served in in-school suspension, decreased office disciplinary referrals, and increased academic grades for two students with attention deficit disorders in general education classrooms. The third study extends the research on The Good Behavior Game and provides evidence that The Good Behavior Game and goal setting, behavior change procedures traditionally used with students, may have applications for increasing desired teacher behaviors.
|Using Individualized Interdependent Group Oriented Contingencies With Students With Emotional Disorders
|MEGAN HUBBARD (University of Memphis), Sara C. Bicard (University of Memphis), David Bicard (University of Memphis), Laura Baylot Casey (University of Memphis)
|Abstract: Independent and interdependent group oriented contingencies (GOC) are commonly used in school classrooms to create a behavior management system. The research indicated that they are effective in changing student behavior and easily executed by teachers in the classroom. This study examined the effects of an individualized interdependent GOC, a combination of independent and interdependent GOC, on the academic test scores and behavior of students with emotional and behavior disorders in a residential setting. This study utilized an ABAB reversal design in which approximately five participants were exposed to the GOC and have GOC withdrawn. Participants earned rewards for achieving independent and group (interdependent) goals addressing appropriate behavior and academic test scores. The participants had higher test scores and earn more points for appropriate behavior during GOC than during baseline conditions. All participants improved both their daily and weekly averages of points earned, target behaviors, and percent accuracy on academic tests. Due to individual improvements in weekly points earned averages, the group averages increased as well.
|Using Interventions Informed by Functional Behavior Assessment to Decrease Time Out of Class
|CLINTON SMITH (University of Memphis), Sara C. Bicard (University of Memphis), David Bicard (University of Memphis)
|Abstract: The current study investigated the effects of performing function-based interventions with information gathered from functional behavior assessments (FBA). The purpose of this study was two-fold: (1) to determine if the function-based classroom interventions derived from a FBA that was implemented by teachers would improve target behavior and (2) to compare the effectiveness of function-based classroom interventions derived from a FBA and an in-school suspension (ISS) program utilizing a single subject research design. The study found that using function-based interventions with information derived from FBA's reduced the time a student served in (ISS), decreased office disciplinary referrals (ODR’s), and increased academic grades. The study also showed that self-monitoring helped participants stay on-task in the classroom thereby reducing problem behaviors in the classroom and increasing academic performance. The participants who did not receive the FBA or a function-based classroom intervention but received only ISS had increased days in ISS, increased ODR’s, and lower academic grades.
|Applying the Good Behavior Game to Increase Teachers’ Praise Rates
|CLINTON SMITH (University of Memphis), David Bicard (University of Memphis), Sara C. Bicard (University of Memphis)
|Abstract: The Good Behavior Game (GBG) has been used extensively to promote pro-social behavior by students. However, little research exists on using this procedure to promote praise by teachers. This study utilized an ABCB design to investigate the use of GBG and GBG plus goal setting on the rate of praise statements given by six day-camp teachers of children with disabilities. All teachers received training on praise procedures prior to baseline conditions. Baseline consisted of no contingency for praise statements. Teachers were divided into three teams that earned points for the number of praise statements each member made. The team with the highest points at the end of the week earned a reward. GBG plus goal setting involved the GBG procedures and asking teachers to set daily goals for the number of praise statements, reporting and public posting of daily performance. Interobserver agreement averaged 90% across sessions. Results indicated GBG and GBG plus goal setting improved praise statements made over baseline rates. GBG plus goal setting produced substantially higher praise rates than GBG alone. One important contribution to this study was to replicate and extend the data that show the generality of GBG as a research supported method for not only improving the behavior of students, but for also improving the behavior of teachers.