Journal of Behavioral Education最新文献

When teachers work with students exhibiting academic failure, they may look to factors outside of instruction such as a student's home life or perceived disability as explanations. Placing the locus of control outside of the instructional context becomes a convenient way to escape culpability for unsatisfactory outcomes. A more functional approach to addressing academic deficits allows educators to determine environmental factors responsible for the lack of progress and then create interventions designed to address these functions of academic failure. Although experimental analyses serve as the gold standard for evaluating functional relations between behavior and environment, educators may not always have the ability to systematically test all behavior-environment relations. Indirect assessments provide one means to develop hypotheses about environment-behavior relations that can then be validated with experimental analyses. In this study, researchers developed an indirect tool (Academic Diagnostic Checklist - Beta; ADC-B) based on the function of academic performance deficits (Daly et al. in School Psychology Review 26:554, 1997) and validated the use of the ADC-B by comparing interventions that were suggested (indicated) and those non-suggested (contraindicated) by the ADC-B. Researchers used the ADC-B with four participants and found that for three of the four participants, the suggested intervention was the most efficacious at improving accuracy with the target skills. One limitation is that we did not evaluate the full technical adequacy of the ADC-B, which should be a focus of future research.

Supplementary information: The online version contains supplementary material available at 10.1007/s10864-023-09511-x.

Trial-based functional analysis (TBFA) is an accurate and ecologically valid assessment of challenging behavior. Further, there is evidence to suggest that individuals with minimal exposure to behavior analytic assessment methodology (e.g., parents, teachers) can quickly be trained to conduct TBFAs in naturalistic settings (e.g., schools, homes). Notwithstanding, the response effort associated with training development can be prohibitive and may preclude incorporation of TBFA into practice. To address this, we developed a partially automated training package, intended to increase the methodology's accessibility. Using a multiple-probe across skills design, we assessed the degree to which the package increased caregiver accuracy in (a) implementing TBFAs, (b) interpreting TBFA outcomes, and (c) managing TBFA data. Six caregivers completed this study and all demonstrated proficiency following training, first during structured roleplays and again during assessment of their child's actual challenging behavior.

The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student's use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed; two children were observed to be more on-task during the mLearning practice, and two children were observed to perform similarly across both conditions. Additionally, two children performed similarly on correctly completed problems across both conditions, and two children performed better using paper and pencil practice. All students completed more math problems during the paper and pencil practice.