Pub Date : 2020-09-16DOI: 10.1080/15377903.2020.1821271
Paula E. Chan, Helen I. Cannella-Malone, B. Harper
Abstract For several decades, researchers have explored the efficacy of functional behavior assessments. Recent research has called for greater understanding of how student involvement may improve the functional behavior assessment. This may be particularly important in high school settings, because high school environments are often larger and more complex. The purpose of this study was to investigate the reliability of high school student responses to functional assessment interviews. Participants were ten special education teachers and their intervention specialists. Teachers and students were interviewed using a functional assessment interview to determine antecedents, behaviors, and consequences that commonly occurred at school. Then, the researcher collected direct observation data to determine whether the reported behaviors were verified through direct observation. Results indicated extremely low reliability coefficients for antecedent, behavior, and consequences as reported by the dyads. However, unique student responses were verified through direct observation for each of these variables, suggesting students report accurate information that may improve the efficacy of their functional behavior assessment. Authors discuss implications for research and practice.
{"title":"Evaluating Reliability of High School Students’ Functional Assessment Interview Responses","authors":"Paula E. Chan, Helen I. Cannella-Malone, B. Harper","doi":"10.1080/15377903.2020.1821271","DOIUrl":"https://doi.org/10.1080/15377903.2020.1821271","url":null,"abstract":"Abstract For several decades, researchers have explored the efficacy of functional behavior assessments. Recent research has called for greater understanding of how student involvement may improve the functional behavior assessment. This may be particularly important in high school settings, because high school environments are often larger and more complex. The purpose of this study was to investigate the reliability of high school student responses to functional assessment interviews. Participants were ten special education teachers and their intervention specialists. Teachers and students were interviewed using a functional assessment interview to determine antecedents, behaviors, and consequences that commonly occurred at school. Then, the researcher collected direct observation data to determine whether the reported behaviors were verified through direct observation. Results indicated extremely low reliability coefficients for antecedent, behavior, and consequences as reported by the dyads. However, unique student responses were verified through direct observation for each of these variables, suggesting students report accurate information that may improve the efficacy of their functional behavior assessment. Authors discuss implications for research and practice.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1821271","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47565287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-07DOI: 10.1080/15377903.2020.1804030
Julie Q. Morrison, Daniel S. Newman, Amy Gaumer Erickson
Abstract Extant coverage of multi-tiered systems of support (MTSS) in the research literature has tended to focus on student outcomes as opposed to the process of adult implementation. This conceptual article presents a model of process evaluation as a means to assess the fidelity of implementation of a multi-tiered system of supports (MTSS) framework to support instructional practices in reading in schools. The article begins by defining MTSS and its core components and overviewing the applicability of process evaluation in assessing MTSS implementation and outcomes. Novel process evaluation tools are presented, including examples of their application in evaluating MTSS implementation for tiered reading instruction. Implications are drawn regarding how MTSS process evaluations can be conducted by school psychologists or other evaluators in school settings, and why it can be valuable to do so.
{"title":"Process Evaluation of Literacy Practices within a Multi-Tiered System of Supports Framework","authors":"Julie Q. Morrison, Daniel S. Newman, Amy Gaumer Erickson","doi":"10.1080/15377903.2020.1804030","DOIUrl":"https://doi.org/10.1080/15377903.2020.1804030","url":null,"abstract":"Abstract Extant coverage of multi-tiered systems of support (MTSS) in the research literature has tended to focus on student outcomes as opposed to the process of adult implementation. This conceptual article presents a model of process evaluation as a means to assess the fidelity of implementation of a multi-tiered system of supports (MTSS) framework to support instructional practices in reading in schools. The article begins by defining MTSS and its core components and overviewing the applicability of process evaluation in assessing MTSS implementation and outcomes. Novel process evaluation tools are presented, including examples of their application in evaluating MTSS implementation for tiered reading instruction. Implications are drawn regarding how MTSS process evaluations can be conducted by school psychologists or other evaluators in school settings, and why it can be valuable to do so.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1804030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45877587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-04DOI: 10.1080/15377903.2020.1799129
Kate E. Norwalk, Molly Dawes, Jill V. Hamm, Thomas W. Farmer
Abstract The purpose of the present study was to assess the effects of a professional development program on sixth grade teachers’ use of social dynamics management (SDM) practices. SDM practices represent teachers’ active attempts to incorporate classroom social dynamics into everyday instructional and behavior management strategies. Sixth grade teachers (n = 17) from two middle schools were randomly assigned to receive the Supporting Early Adolescent Learning and Social Success (SEALS) or to a business-as-usual control condition. Teachers who received the training and consultation provided by SEALS reported more frequent use of SDM practices aimed at managing the general social dynamics of their students and supporting youth who are socially isolated. The latter effect was maintained at a post-intervention follow-up. These results build on a growing body of research on the role of teachers in shaping their students’ peer relationships.
{"title":"Improving Middle School Teachers’ Self-reported Use of Social Dynamics Management Practices","authors":"Kate E. Norwalk, Molly Dawes, Jill V. Hamm, Thomas W. Farmer","doi":"10.1080/15377903.2020.1799129","DOIUrl":"https://doi.org/10.1080/15377903.2020.1799129","url":null,"abstract":"Abstract The purpose of the present study was to assess the effects of a professional development program on sixth grade teachers’ use of social dynamics management (SDM) practices. SDM practices represent teachers’ active attempts to incorporate classroom social dynamics into everyday instructional and behavior management strategies. Sixth grade teachers (n = 17) from two middle schools were randomly assigned to receive the Supporting Early Adolescent Learning and Social Success (SEALS) or to a business-as-usual control condition. Teachers who received the training and consultation provided by SEALS reported more frequent use of SDM practices aimed at managing the general social dynamics of their students and supporting youth who are socially isolated. The latter effect was maintained at a post-intervention follow-up. These results build on a growing body of research on the role of teachers in shaping their students’ peer relationships.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1799129","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43157810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-04DOI: 10.1080/15377903.2020.1799130
Emily D. Walden, L. Leve, L. Lindstrom
Abstract School psychologists serve a critical role directly and indirectly in postsecondary transition of adolescents with disabilities, given their expertise and skills in special education and interventions. The National Association of School Psychologists (NASP) Domains of Practice (2010) provide guidelines for school psychologists’ service delivery, which reference activities relevant to building career and college readiness. Paths 2 the Future (P2F) is an evidence-based curriculum that provides instruction for young women with disabilities to support postsecondary career and college readiness. In this article, we propose an alignment of the P2F curriculum to the NASP Domains of Practice to illustrate how P2F can be embedded into school psychology practice to serve the unique needs of young women with disabilities.
{"title":"Paths 2 the Future College and Career Readiness Curriculum: Recommendations for School Psychologists","authors":"Emily D. Walden, L. Leve, L. Lindstrom","doi":"10.1080/15377903.2020.1799130","DOIUrl":"https://doi.org/10.1080/15377903.2020.1799130","url":null,"abstract":"Abstract School psychologists serve a critical role directly and indirectly in postsecondary transition of adolescents with disabilities, given their expertise and skills in special education and interventions. The National Association of School Psychologists (NASP) Domains of Practice (2010) provide guidelines for school psychologists’ service delivery, which reference activities relevant to building career and college readiness. Paths 2 the Future (P2F) is an evidence-based curriculum that provides instruction for young women with disabilities to support postsecondary career and college readiness. In this article, we propose an alignment of the P2F curriculum to the NASP Domains of Practice to illustrate how P2F can be embedded into school psychology practice to serve the unique needs of young women with disabilities.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1799130","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49494243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/15377903.2019.1682735
Robin S. Codding, J. Begeny, Kourtney R. Kromminga, Rebecca Edmunds, Jenna M. Klaft, Calvary R. Diggs, Annie Hansen-Burke
Abstract Overall mathematics proficiency of fourth graders in the U.S. continues to be poor and students falling at or below the 25th percentile display declining performance (NCES, 2017), which suggests the need for schools to provide supplemental intervention supports as soon as skill gaps are observed. Unfortunately, there is a paucity of small group intervention programs that address whole number knowledge for elementary-aged children. Moreover, the contribution of motivational aspects of small group academic interventions is understudied and may be important for enhancing persistence and effort in mathematics. The purpose of this study was to examine the relative impact of two forms of intervention on mixed addition and subtraction fact fluency with second grade students: (a) evidence-based instructional components alone, and (b) a combination of instructional and motivational components. A multiple baseline design across three groups of second grade students was employed. Across groups, students benefitted from the combined intervention of both instructional and motivational components. Individual performance suggested variability in responsiveness to treatment. Participants rated the combined treatment package more favorably than the instructional components in isolation.
{"title":"Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention Program?","authors":"Robin S. Codding, J. Begeny, Kourtney R. Kromminga, Rebecca Edmunds, Jenna M. Klaft, Calvary R. Diggs, Annie Hansen-Burke","doi":"10.1080/15377903.2019.1682735","DOIUrl":"https://doi.org/10.1080/15377903.2019.1682735","url":null,"abstract":"Abstract Overall mathematics proficiency of fourth graders in the U.S. continues to be poor and students falling at or below the 25th percentile display declining performance (NCES, 2017), which suggests the need for schools to provide supplemental intervention supports as soon as skill gaps are observed. Unfortunately, there is a paucity of small group intervention programs that address whole number knowledge for elementary-aged children. Moreover, the contribution of motivational aspects of small group academic interventions is understudied and may be important for enhancing persistence and effort in mathematics. The purpose of this study was to examine the relative impact of two forms of intervention on mixed addition and subtraction fact fluency with second grade students: (a) evidence-based instructional components alone, and (b) a combination of instructional and motivational components. A multiple baseline design across three groups of second grade students was employed. Across groups, students benefitted from the combined intervention of both instructional and motivational components. Individual performance suggested variability in responsiveness to treatment. Participants rated the combined treatment package more favorably than the instructional components in isolation.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1682735","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49387879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-24DOI: 10.1080/15377903.2020.1780660
Jorge Verlenden, Shereen C. Naser, Jeffrey Brown
Abstract Behavioral and social-emotional challenges experienced in childhood are risk factors for negative educational and health outcomes. Universal social-emotional screening in schools has been identified as an effective approach to identifying children at risk for mental health and behavioral challenges and is congruent with tiered frameworks for data-based decision-making and mental health service delivery. Even so, implementation of screening in schools has been limited, and many schools continue to rely on office discipline referrals (ODRs) as a primary source for the identification of students needing support. This paper uses two case studies to illustrate key steps in the process of implementing universal screening. The case studies demonstrate a systematic approach to implementation and ways in which universal screening can be used to support multi-tiered systems of support (MTSS) initiatives, highlighting the importance of foundational planning using a multidisciplinary team of school personnel.
{"title":"Steps in the Implementation of Universal Screening for Behavioral and Emotional Risk to Support Multi-Tiered Systems of Support: Two Case Studies","authors":"Jorge Verlenden, Shereen C. Naser, Jeffrey Brown","doi":"10.1080/15377903.2020.1780660","DOIUrl":"https://doi.org/10.1080/15377903.2020.1780660","url":null,"abstract":"Abstract Behavioral and social-emotional challenges experienced in childhood are risk factors for negative educational and health outcomes. Universal social-emotional screening in schools has been identified as an effective approach to identifying children at risk for mental health and behavioral challenges and is congruent with tiered frameworks for data-based decision-making and mental health service delivery. Even so, implementation of screening in schools has been limited, and many schools continue to rely on office discipline referrals (ODRs) as a primary source for the identification of students needing support. This paper uses two case studies to illustrate key steps in the process of implementing universal screening. The case studies demonstrate a systematic approach to implementation and ways in which universal screening can be used to support multi-tiered systems of support (MTSS) initiatives, highlighting the importance of foundational planning using a multidisciplinary team of school personnel.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1780660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47134118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-22DOI: 10.1080/15377903.2020.1780659
M. Lambert, Allen G. Garcia, M. Epstein, D. Cullinan, Jodie Martin
Abstract The purpose of this article is to provide a qualitative review of the published research on the Scales for Assessing Emotional Disturbance-3: Screener noting the psychometric properties and overall findings. Results from 10 studies were reviewed and summarized. Across the studies, internal consistency, test–retest reliability, and inter-rater agreement were satisfactory. Unidimensionality of the tests scores was supported, and several studies reported only trivial degrees of bias across racial/ethnic and linguistic backgrounds. Diagnostic utility was acceptable as were convergent relations with other measures of psychopathology. Social validity was also satisfactory. This review indicates that the psychometric properties of the scores from the Screener meet acceptable professional standards and supports its use in school-based programs to identify at-risk students.
{"title":"A Review of the Research on the Scales for Assessing Emotional Disturbance: Screener","authors":"M. Lambert, Allen G. Garcia, M. Epstein, D. Cullinan, Jodie Martin","doi":"10.1080/15377903.2020.1780659","DOIUrl":"https://doi.org/10.1080/15377903.2020.1780659","url":null,"abstract":"Abstract The purpose of this article is to provide a qualitative review of the published research on the Scales for Assessing Emotional Disturbance-3: Screener noting the psychometric properties and overall findings. Results from 10 studies were reviewed and summarized. Across the studies, internal consistency, test–retest reliability, and inter-rater agreement were satisfactory. Unidimensionality of the tests scores was supported, and several studies reported only trivial degrees of bias across racial/ethnic and linguistic backgrounds. Diagnostic utility was acceptable as were convergent relations with other measures of psychopathology. Social validity was also satisfactory. This review indicates that the psychometric properties of the scores from the Screener meet acceptable professional standards and supports its use in school-based programs to identify at-risk students.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1780659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43937206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-05DOI: 10.1080/15377903.2020.1772433
T. Cleary
Abstract The overall purpose of the current paper was to examine the social validity perceptions of middle school students and school personnel (i.e., school psychologist, counselors, assistant principal) regarding the importance of effects and appropriateness of an academic, self-regulated learning (SRL) intervention called the Self-Regulation Empowerment Program (SREP). Based on qualitative data gathered from a free-response question with students and multiple focus groups with SREP coaches (i.e., school personnel), the study provided support for the premise that SREP has a positive effect on middle school students’ motivational and strategic skills. Although the coaches noted a few important logistical and contextual challenges when implementing SREP, they underscored three essential components (i.e., planning, strategy training, reflection) but focused most heavily on the value of reflection activities. This study highlights the importance of gathering social validity data from key stakeholders within school contexts, as well as the relevance of using multi-source, multi-method social validity assessment approaches. Implications for school personnel and school-based assessment practices are underscored.
{"title":"Social Validity Perceptions of the Self-Regulation Empowerment Program (SREP): A Qualitative Investigation","authors":"T. Cleary","doi":"10.1080/15377903.2020.1772433","DOIUrl":"https://doi.org/10.1080/15377903.2020.1772433","url":null,"abstract":"Abstract The overall purpose of the current paper was to examine the social validity perceptions of middle school students and school personnel (i.e., school psychologist, counselors, assistant principal) regarding the importance of effects and appropriateness of an academic, self-regulated learning (SRL) intervention called the Self-Regulation Empowerment Program (SREP). Based on qualitative data gathered from a free-response question with students and multiple focus groups with SREP coaches (i.e., school personnel), the study provided support for the premise that SREP has a positive effect on middle school students’ motivational and strategic skills. Although the coaches noted a few important logistical and contextual challenges when implementing SREP, they underscored three essential components (i.e., planning, strategy training, reflection) but focused most heavily on the value of reflection activities. This study highlights the importance of gathering social validity data from key stakeholders within school contexts, as well as the relevance of using multi-source, multi-method social validity assessment approaches. Implications for school personnel and school-based assessment practices are underscored.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1772433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.1080/15377903.2020.1772432
Ethan R. Van Norman, Peter M. Nelson
Abstract Educators and researchers measure student improvement in words read correct per minute (WRCM) to evaluate student response to reading interventions. The utility of evaluating improvement in WRCM via curriculum-based measures to make instructional decisions is based upon the assumption that growth in WRCM is predictive of performance on meaningful distal outcomes (e.g., state achievement tests). This study explored the relative value of measuring growth in WRCM to predict performance on an end of year state achievement test after controlling for baseline performance. We used quantile regression to analyze outcomes from 449 grade three students receiving tier II reading interventions to measure the relationship between growth in WRCM and performance on an end of year test across different levels of performance on that test. Results suggest that growth in WRCM is a meaningful predictor of performance on the end of year test after statistically controlling for baseline performance amongst students that perform better on that test (> 50th percentile). However, the amount of explained variance was consistently small (< 5%). Progress monitoring measures that more closely resemble the criterion of interest may be worth exploring for students that have made the transition from fluency to comprehension, while measures targeting lower order skills may be warranted for students with persistent fluency deficits.
{"title":"The Importance of Growth in Oral Reading Fluency to Predict Performance on High-Stakes Assessments among Students Receiving Supplemental Intervention","authors":"Ethan R. Van Norman, Peter M. Nelson","doi":"10.1080/15377903.2020.1772432","DOIUrl":"https://doi.org/10.1080/15377903.2020.1772432","url":null,"abstract":"Abstract Educators and researchers measure student improvement in words read correct per minute (WRCM) to evaluate student response to reading interventions. The utility of evaluating improvement in WRCM via curriculum-based measures to make instructional decisions is based upon the assumption that growth in WRCM is predictive of performance on meaningful distal outcomes (e.g., state achievement tests). This study explored the relative value of measuring growth in WRCM to predict performance on an end of year state achievement test after controlling for baseline performance. We used quantile regression to analyze outcomes from 449 grade three students receiving tier II reading interventions to measure the relationship between growth in WRCM and performance on an end of year test across different levels of performance on that test. Results suggest that growth in WRCM is a meaningful predictor of performance on the end of year test after statistically controlling for baseline performance amongst students that perform better on that test (> 50th percentile). However, the amount of explained variance was consistently small (< 5%). Progress monitoring measures that more closely resemble the criterion of interest may be worth exploring for students that have made the transition from fluency to comprehension, while measures targeting lower order skills may be warranted for students with persistent fluency deficits.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1772432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43748092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-15DOI: 10.1080/15377903.2020.1749204
Bradley S. Bloomfield, A. Fischer, Hunter C. King, Erica L. Lehman, Racheal R. Clark
Abstract In schools, special education teachers and paraprofessionals are expected to support the completion of functional behavior assessment procedures in the development of a behavior support plan. Often times, school-personnel are limited in their training and resources, particularly in situations where experimental procedures are necessary. This exploratory study aimed to assess the remote delivery of a comprehensive functional analysis (FA) training package via telehealth to school personnel and examine the nature of implementor error through rate of omission and commission errors within and across FA conditions. Paraprofessionals and a special education teacher were trained over telehealth using telepresence robots to implement functional analyses in the schools. Three functional analyses were then conducted. Information regarding procedural integrity, acceptability, and rates of omission and commission errors during each FA condition are presented, along with implications for research and practice.
{"title":"Exploring Implementor Error during Remotely Conducted School-Based Functional Analysis Telehealth Training Package","authors":"Bradley S. Bloomfield, A. Fischer, Hunter C. King, Erica L. Lehman, Racheal R. Clark","doi":"10.1080/15377903.2020.1749204","DOIUrl":"https://doi.org/10.1080/15377903.2020.1749204","url":null,"abstract":"Abstract In schools, special education teachers and paraprofessionals are expected to support the completion of functional behavior assessment procedures in the development of a behavior support plan. Often times, school-personnel are limited in their training and resources, particularly in situations where experimental procedures are necessary. This exploratory study aimed to assess the remote delivery of a comprehensive functional analysis (FA) training package via telehealth to school personnel and examine the nature of implementor error through rate of omission and commission errors within and across FA conditions. Paraprofessionals and a special education teacher were trained over telehealth using telepresence robots to implement functional analyses in the schools. Three functional analyses were then conducted. Information regarding procedural integrity, acceptability, and rates of omission and commission errors during each FA condition are presented, along with implications for research and practice.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1749204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41790055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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