|An Evaluation of School-Based Interventions and Behavioral Consultation Services
|Monday, May 26, 2008
|9:00 AM–10:20 AM
|Area: EDC/CSE; Domain: Applied Research
|Chair: Lisa C. Winborn-Kemmerer (University of Louisville)
|Discussant: Stephanie M. Peterson (Idaho State University)
|Abstract: School districts and behavioral consultants continue to struggle with providing effective, efficient, and cost-effective behavioral services for the growing number of students referred. In contrast to traditional behavioral consultation services that can be time-intensive, costly and difficult for educational staff to implement, alternative services and interventions that could prevent the referrals of at-risk students and meet the needs of the increased numbers of students referred for behavioral services is warranted. The current symposium will discuss the design and implementation of three school-based behavioral consultation services. Summary information regarding the specific components of each service, student outcomes, teacher satisfaction, and future directions of behavioral consultative services and school-based interventions will be discussed.
|Distance Consultation Services for Students with Challenging Behaviors.
|KELLY M. VINQUIST (The University of Iowa), David P. Wacker (The University of Iowa), Todd G. Kopelman (The University of Iowa), Sheri Milligan Smith (The University of Iowa), Linda J. Cooper-Brown (The University of Iowa), Jim Porter (The University of Iowa), Patrick Romani (The University of Iowa)
|Abstract: Implementation of behavioral assessments and interventions in the school setting can often be difficult and time consuming for classroom teachers and support staff. In Iowa, the Department of Education funded a large scale consultation program for students (N=250) referred to the project because of concerns with challenging behaviors in the school setting. This service provided consultation to school teams and parents primarily by means of distance consultation modalities such as the Iowa Communications Network (ICN), webcams, on-site visits, and conference calls. Consultants included an interdisciplinary team from the University of Iowa including different psychology disciplines, social work, and education. The purpose of the present study was to focus on consultation procedures and outcomes for this consultation service for the past year and provide summary information regarding the use of distance consultation services for students with challenging behaviors. Data will be provided regarding the relationships between the modality (e.g., phone contact, ICN, on-site visits) and frequency of consultations with ratings on teacher satisfaction surveys and student outcomes.
|Stimulus Fading Within a Targeted Group Intervention.
|AMY L. CAMPBELL (University of Oregon), Cynthia M. Anderson (University of Oregon)
|Abstract: Check in Check out (CICO) is a targeted group intervention that is designed to provide behavioral support for students who are at-risk for developing serious behavior problems. This intervention is designed to be efficient in delivery and cost effective so that multiple students may receive support. Although there is a growing research base supporting the efficacy of this program, no studies have examined maintenance of reductions in problem behavior upon fading. The present study examines (1) if a functional relation exists between CICO and reductions in problem behavior, and (2) which components of CICO can be successfully faded with reductions in problem behavior maintaining. In addition, this study examines if teacher attention predicts successful fading for students whose behavior was hypothesized to be maintained by adult attention. Clinical and conceptual implications of these results, methodological limitations, and future research directions will be discussed.
|Keeping Them Out of Special Ed: A Model for Pre-referral Assessment and Intervention for Young Children with Challenging Behavior.
|JENNIFER L. AUSTIN (University of Houston, Clear Lake), Ryan T. O'Connor (California State University, Fresno), Daniel L. LeSage (University of Houston, Clear Lake)
|Abstract: Many school districts are currently struggling to meet the demands of increased rates of special education referrals, which often require extensive resources in terms of both assessment and intervention. In examining this situation, it is important to evaluate potential reasons for the growing number of referrals. One explanation is that there are simply more children with disabilities in our public education systems. However, another plausible explanation is that children are being over-referred because of teachers’ difficulties in effectively intervening with problem behavior. If the latter is true, then early identification of typically developing children whose behavior differs significantly from their peers, combined with intensive training and support of those children’s teachers, is a potentially effective solution. This presentation will describe a model for working with school districts to provide pre-referral behavior analytic services to young children with behavior problems and their teachers. In addition to presenting assessment and intervention strategies, this session also will provide suggestions for establishing effective collaborations with school districts.