Journal of Behavioral Education最新文献

Abstract

Flashcard interventions are commonly used to increase sight-word acquisition and reading ability among students. However, most research on flashcard interventions is implemented in person and not using virtual instruction. The current study compared two flash card interventions, incremental rehearsal (IR) and strategic incremental rehearsal (SIR), on sight-word acquisition when administered via Zoom® video sharing technology. Participants included four struggling readers in first grade. An adapted alternating treatments single-case design exposed participants to the IR, SIR, and a control condition for 10 sessions with the interventionist providing all sessions via Zoom®. Findings indicated all participants learned more words with IR and SIR than in the control condition. However, SIR resulted in more gains in sight-word acquisition compared to IR for all participants. Implications for implementing individualized interventions via virtual modalities are discussed.

Abstract

Pyramidal training is an effective model for disseminating behavior analytic skills. However, pyramidal training in research is often conducted in controlled university settings. Further, research that has evaluated the effectiveness of pyramidal training in classroom settings (see Pence et al. 2014) often focuses on improving the use of one procedure (e.g., functional analysis) over a brief period. We conducted this study to evaluate the generalized effectiveness of behavioral skills training within a pyramidal model to improve teacher training skills across five procedures in the classroom setting over a nine-month period. We used behavioral skills training (BST) to train teachers (Tier 1) to implement BST to train teaching assistants (Tier 2) to implement Applied Behavior Analytic (ABA) procedures stimulus-stimulus pairing, multiple stimulus without replacement (MSWO) preference assessment, mand training, discrete trial teaching (DTT), and graphing data. Pyramidal training was effective in increasing teachers’ procedural integrity of BST, and the social validity of the model was apparent in that teacher assistants’ procedural integrity of target ABA procedures increased after Tier 2 training. Teachers required periodic feedback to maintain training skills, train novel procedures, and novel staff. Thus, pyramidal BST was effective to teach new skills, but required ongoing monitoring and feedback to ensure maintenance and generality of training skills.

The behavior-analytic approach to the assessment and treatment of problem behavior begins with a functional behavior assessment and concludes with function-based treatment implementation. Extinction bursts and the resurgence of problem behavior represent common barriers to successfully implementing these treatments. Recent research documents a common prevalence of these phenomena following contingency changes, including when transitioning from assessment to treatment. Researchers mitigate the disruptive impact of extinction bursts by controlling for the duration of exposure to the establishing operation (EO). Indeed, controlling for EO exposure when initiating treatment decreases the occurrence of problem behavior. While this effect has been documented, it is not clear if certain schedules of reinforcement are more appropriate for initial treatment arrangements than others. The purpose of the current study was to compare fixed-ratio (FR) and fixed-interval (FI) schedules of reinforcement implementation after controlling for the duration of EO exposure for participants who engaged in negatively reinforced problem behavior. Results generally showed both FR and FI treatment arrangements produced reductions in problem behavior and improvements in task completion. Despite these reductions, problem behavior seemed more likely to occur during the FI treatment arrangement. We will discuss these data in terms of identifying effective initial behavioral treatment arrangements for individuals engaging in escape-reinforced problem behavior.

When early childhood educators are not adequately trained in evidence-based behavior management strategies or do not have access to consultation supports, preschool students are at an increased risk of school failure and expulsion. Research suggests that supporting in-service teachers with praise training increases their use of praise and positively impacts student behavior. However, it is unclear to what extent preservice early childhood teachers use praise, in the absence of training. This study examined 13, preservice, early educators’ natural use and acceptability of praise. Praise and reprimand rates were collected during preservice educators’ field-based practicum via direct observation. In addition, the Behavior Intervention Rating Scale for Praise (BIRS-P) was used to measure preservice educators’ praise acceptability. On average, preservice educators reported high acceptability of praise; however, they used praise infrequently, compared to preschool, in-service teachers. Preservice educators used praise infrequently, suggesting they need direct training and support to use this evidence-based strategy. Implications and future research directions are offered.

Previous research used the learning hierarchy (LH) as a heuristic to select reading interventions based on the level of accuracy defined as the percentage of words read correctly. The current study examined the validity of the LH by reporting the prevalence of reading profiles proposed by the framework: Acquisition phase—inaccurate and slow, Proficiency phase—accurate and slow, and Generalization phase—accurate and fast to determine the extent to which the data could be used to drive reading interventions. The design also included a hypothetical phase of inaccurate and fast, which was not included in the LH. Reading fluency data from 223 second- and third-grade students were compared to accuracy (93%) and rate (national grade-level norms) criteria. When data were classified into the LH phases described above, 44.4% (n = 99) of the students were in the Acquisition phase, 23.8% (n = 53) were in the Proficiency phase, and 31.4% (n = 70) were in the Generalization phase. Less than 1% (n = 1) was in the hypothetical phase of inaccurate and fast, and the rarity of this occurrence was predicted by the LH. These data support the LH as a conceptual framework to drive diagnostic assessment, and the importance of examining accuracy data when designing reading fluency interventions.

The effects of a computer-based reading intervention on whole word reading in three post-secondary students with intellectual and/or developmental disability were evaluated using a multiple baseline across tasks (i.e., word sets) design. Words were selected from each student’s elective undergraduate social science course materials. During this stimulus–response–stimulus–response intervention, the computer presented target words embedded within short phrases and the student had 3 s to read the phrase before a recording of the phrase was played. The student then repeated the phrase, and the computer screen provided a new word phrase and the next trial began. During assessment, students read target words in isolation. These words had to be read correctly within 3 s across two consecutive assessments to be considered acquired. Visual analysis of the repeated measures graphs suggests nine demonstrations of a treatment effect and provides evidence of experimental control across all three students. The current results showed that learning to read content-specific words when they were embedded in phrases resulted in generalization (i.e., allowed students to read the words in isolation). Discussion focuses on implications, limitations, and future research.

English language learners (ELL) and Hispanic students are at an increased risk for academic difficulty. Effective classroom management strategies may help these students, but teachers often report lack of training in such strategies. Class-wide Function-related Intervention Teams in Middle School (CW-FIT MS) is a research-based intervention that has helped teachers increase students’ on-task behavior using group contingencies, rewards, and praise. We investigated the efficacy of CW-FIT MS in classes with high proportions of Hispanic and ELL students using an ABAB single-subject withdrawal design with maintenance probes. One middle school English teacher and two of her classes (language arts and language development) participated. The teacher implemented the intervention with adequate fidelity in both classes. Students were significantly more on task during CW-FIT MS. Teachers and students found the intervention to be socially valid. Some students specifically noted that CW-FIT MS was helpful because it taught respect, which was a response unique to Hispanic students. CW-FIT MS appears to be an appropriate classroom management strategy for classes with ELL and Hispanic students and merits further research into the cultural relevance of the intervention.

As educators who provide support to individuals with ASD, our primary goal should be to teach the skills necessary to live as independently as possible. As critically important as these skills are, teaching independent living skills can sometimes be challenging when motivation is low. These issues become even more complicated as individuals get older, and practical and ethical issues may preclude the use of physical prompting. The purpose of the current investigation was to use economic manipulations to encourage three adolescents and adults with ASD and intellectual disabilities to complete nonpreferred activities without using physical prompting and/or escape extinction. Specifically, we adapted the basic concepts of behavioral economics (altering the “pay rate” for certain tasks and the “cost” of certain reinforcers) to influence choices made when offered several work tasks and rewards. With the implementation of economic manipulations, the three participants started to voluntarily complete nonpreferred tasks in the absence of staff prompting. In addition, one of the participants selected alternative rewards following the manipulations. The results are important as they represent a way to incorporate choice into programming while limiting the need for intrusive prompting.