Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You and Your Team.

Learn More →

Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in School Settings

Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in... Research has shown that environmental classroom variables affect academic performance and student behavior, and appropriate behavior is often related to the presence of effective teaching practices and classroom management (Moore Partin, Robertson, Maggin, Oliver, & Wehby Preventing School Failure, 54, 172–178, 2010). For behavior analysts consulting in elementary education, some referrals for assessment and treatment of individual student behavior can be resolved by helping teachers establish effective class-wide practices. For this reason, some researchers suggest that behavior analysts should assess baseline classroom conditions as part of a functional behavior assessment (FBA; Anderson & St. Peter Behavior Analysis in Practice, 6(2), 62, 2013; Sutherland & Wehby Journal of Emotional and Behavioral Disorders, 11, 239–248, 2001). Through a literature review on effective classroom practices, we identified four specific classroom variables that have large effects on both learning outcomes and student behavior; we suggest consultants consider these four variables in baseline classroom assessments: (a) rates of active student responding (ASR), (b) appropriateness of the curriculum, (c) feedback and reinforcement, and (d) effective instructions and transitions. In this article, we will discuss each of these variables, describe how they can affect classroom behavior, and provide recommended targets from the research literature. We also provide a data-collection form for practitioners to use in their assessments of baseline classroom ecology, and for situations when these practices are not in place, we suggest potential resources for antecedent- and consequence-based interventions to decrease challenging classroom behavior. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Behavior Analysis in Practice Springer Journals

Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in School Settings

Download PDF
14 pages
Read Article

Loading next page...
 
/lp/springer_journal/considerations-of-baseline-classroom-conditions-in-conducting-XLHZvEIM07
Publisher
Springer Journals
Copyright
Copyright © 2018 by Association for Behavior Analysis International
Subject
Psychology; Psychology, general
ISSN
1998-1929
eISSN
2196-8934
DOI
10.1007/s40617-018-0269-1
Publisher site
See Article on Publisher Site

Abstract

Research has shown that environmental classroom variables affect academic performance and student behavior, and appropriate behavior is often related to the presence of effective teaching practices and classroom management (Moore Partin, Robertson, Maggin, Oliver, & Wehby Preventing School Failure, 54, 172–178, 2010). For behavior analysts consulting in elementary education, some referrals for assessment and treatment of individual student behavior can be resolved by helping teachers establish effective class-wide practices. For this reason, some researchers suggest that behavior analysts should assess baseline classroom conditions as part of a functional behavior assessment (FBA; Anderson & St. Peter Behavior Analysis in Practice, 6(2), 62, 2013; Sutherland & Wehby Journal of Emotional and Behavioral Disorders, 11, 239–248, 2001). Through a literature review on effective classroom practices, we identified four specific classroom variables that have large effects on both learning outcomes and student behavior; we suggest consultants consider these four variables in baseline classroom assessments: (a) rates of active student responding (ASR), (b) appropriateness of the curriculum, (c) feedback and reinforcement, and (d) effective instructions and transitions. In this article, we will discuss each of these variables, describe how they can affect classroom behavior, and provide recommended targets from the research literature. We also provide a data-collection form for practitioners to use in their assessments of baseline classroom ecology, and for situations when these practices are not in place, we suggest potential resources for antecedent- and consequence-based interventions to decrease challenging classroom behavior.

Journal

Behavior Analysis in Practice – Springer Journals

Published: May 31, 2018

References

  • Evaluating the temporal location of feedback: Providing feedback following performance vs. prior to performance
    Aljadeff-Abergel, E; Peterson, SM; Wiskirchen, RR; Hagen, KK; Cole, ML
  • Functional analysis with typically developing children: Best practice or too early to tell? In response to Hanley (2012)
    Anderson, CM; St. Peter, CC
  • Explicit instruction: Effective and efficient teaching
    Archer, AL; Hughes, CA
  • Teacher transitions can disrupt time flow in classrooms
    Arlin, M
  • Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities
    Barbetta, PM; Heron, TE; Heward, WL
  • Thirty years of research on the functional analysis of problem behavior
    Beavers, GA; Iwata, BA; Lerman, DC
  • Effects of teacher structuring and reacting on student achievement
    Blaney, RL
  • Effects of teacher attention on attending behavior of two boys at adjacent desks
    Broden, M; Bruce, C; Mitchell, MA; Carter, V; Hall, RV
  • Teacher praise: A functional analysis
    Brophy, J
  • Teacher knowledge, attitudes, and classroom teaching correlates of student achievement
    Cantrell, RP; Stenner, AJ; Katzenmeyer, WG
  • Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation
    Carnine, DW
  • Advances in behavioral assessment of children and families
    Carta, JJ; Greenwood, CR; Robinson, SL
  • Functional assessment: Strategies to prevent and remediate challenging behavior in school settings
    Chandler, LK; Dahlquist, CM
  • The effects of using response cards on student participation, academic achievement, and on-task behavior during whole-class math instruction
    Christle, CA; Schuster, JW
  • The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom
    Cihak, D; Fahrenkrog, C; Ayres, KM; Smith, C
  • Functional behavioral assessment, diagnosis, and treatment: A complete system for education and mental health settings
    Cipani, E; Schock, KM
  • Using active supervision and precorrection to improve transition behaviors in an elementary school
    Colvin, G; Sugai, G; Good, RH; Lee, Y
  • Programming generalization of in-class transition skills: Teaching preschoolers with developmental delays to self-assess and recruit contingent teacher praise
    Connell, MC; Carta, JJ; Baer, DM
  • Evaluating the impact of increasing general education teachers’ ratio of positive-to-negative interactions on students’ classroom behavior
    Cook, CR; Grady, EA; Long, AC; Renshaw, T; Codding, RS; Fiat, A; Larson, M
  • The effects of antecedent intervention and extinction on toddlers’ compliance during transitions
    Cote, CA; Thompson, RH; McKerchar, PM
  • Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: Effects on teacher praise and academic productivity
    Craft, MA; Alber, SR; Heward, WL
  • Classwide peer tutoring
    Delquadri, J; Greenwood, CR; Whorton, D; Carta, J; Hall, RV
  • The effect of teacher coaching with performance feedback on behavior-specific praise in inclusion classrooms
    Duchaine, EL; Jolivette, K; Fredrick, LD
  • Modifying instructional activities to promote desirable behavior: A conceptual and practical framework
    Dunlap, G; Kern, L
  • Functional assessment, curricular revision, and severe behavior problems
    Dunlap, G; Kern-Dunlap, L; Clarke, S; Robbins, FR
  • Evidence-based kernels: Fundamental units of behavioral influence
    Embry, DD; Biglan, A
  • Handbook of applied behavior analysis
    Engelmann, S; Becker, WC
  • Relation between curricular activities and problem behaviors of students with mental retardation
    Ferro, J; Foster-Johnson, L; Dunlap, G
  • Perspectives on instructional time
    Fisher, CW; Berliner, DC
  • The relationship between predictability and problem behavior for students with severe disabilities
    Flannery, KB; Horner, RH
  • Praise’s magic reinforcement ratio: Five to one gets the job done
    Flora, SR
  • Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction
    Gardner, R; Heward, WL; Grossi, TA
  • Focus on behavior analysis in education
    Greenwood, CR; Delquadri, J; Hall, RV
  • Taking the time out of transitions
    Guardino, C; Fullerton, EK
  • Aversive stimuli in academic interactions between students with serious emotional disturbance and their teachers
    Gunter, PL; Denny, RK; Jack, SL; Shores, RE; Nelson, CM
  • Academic response rates in elementary school classrooms
    Gunter, PL; Reffel, JM; Barnett, CA; Lee, JL; Patrick, J
  • Effects of teacher attention on study behavior
    Hall, RV; Lund, D; Jackson, D
  • Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore
    Hanley, GP
  • Evaluation of a class-wide teaching program for developing preschool life skills
    Hanley, GP; Heal, NA; Tiger, JH; Ingvarsson, ET
  • Brief hierarchical assessment of potential treatment components with children in an outpatient clinic
    Harding, J; Wacker, DP; Cooper, LJ; Millard, T; Jensen-Kovalan, P
  • Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention
    Hawkins, SM; Heflin, LJ
  • Ten faulty notions about teaching and learning that hinder the effectiveness of special education
    Heward, WL
  • Response to intervention and precision teaching: Creating synergy in the classroom
    Johnson, K; Street, EM
  • Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges
    Kern, L; Childs, KE; Dunlap, G; Clarke, S; Falk, GD
  • Effectiveness of clickers: Effect of feedback and the timing of questions on learning
    Lantz, ME; Stawiski, A
  • The significance of functional analysis beyond methodologies
    Mace, FC
  • The use of precision requests to decrease noncompliance in the home and neighborhood: A case study
    Mackay, S; McLaughlin, TF; Weber, K; Derby, KM
  • Examining the effects of teacher-directed opportunities to respond on student outcomes: A systematic review of the literature
    MacSuga-Gage, AS; Simonsen, B
  • Rules, praise, and ignoring: Elements of elementary classroom control
    Madsen, CH; Becker, WC; Thomas, DR
  • Observation of direct instruction teaching behaviors: Determining a representative sample of time for supervision
    Marchand-Martella, NE; Martella, R; Lignugaris Kraft, B
  • Introduction to direct instruction
    Marchand-Martella, NE; Slocum, TA; Martella, RC
  • The effects of a parent coach on parents’ acquisition and implementation of parenting skills
    Marchant, M; Young, KR
  • Determining the collateral effects of peer tutor training on a student with severe disabilities
    Martella, RC; Marchand-Martella, N; Young, KR; MacFarlane, CA
  • A note to teacher: Improving student behavior through goal setting and feedback
    Martens, BK; Hiralall, AS; Bradley, TA
  • Training teachers to give effective commands: Effects on student compliance and academic behaviors
    Matheson, AS; Shriver, MD
  • Functional analysis and treatment of self-injury associated with transitions
    McCord, BE; Thomson, RJ; Iwata, BA
  • Using teacher praise and opportunities to respond to promote appropriate student behavior
    Moore Partin, TC; Robertson, RE; Maggin, DM; Oliver, RM; Wehby, JH
  • The class specific effects of compliance training with “do” and “don’t” requests: Analogue analysis and classroom application
    Neef, NA; Shafer, MS; Egel, AL; Cataldo, MF; Parrish, JM
  • Functional assessment and program development for problem behavior: A practical handbook
    O’Neil, RE; Horner, RH; Albin, RW; Storey, K; Sprague, JR
  • Generalized imitation in infants
    Poulson, CL; Kymissis, E
  • The classroom check-up: A classwide teacher consultation model for increasing praise and decreasing disruptive behavior
    Reinke, WM; Lewis-Palmer, T; Merrell, K
  • Comments on functional analysis procedures for school-based behavior problems
    Repp, A
  • Functional analysis of problem behavior: From effective assessment to effective support
    Repp, AC; Horner, RH
  • Teaching mainstreamed children to manage daily transitions
    Rosenkoetter, SE; Fowler, SA
  • Facilitating transition times with handicapped preschool children: A comparison between peer-mediated and antecedent prompt procedures
    Sainato, DM; Strain, PS; Lefebvre, D; Rapp, N
  • Effects of using a photographic cueing package during routine school transitions with a child who has autism
    Schmit, J; Alper, S; Raschke, D; Ryndak, D
  • Scholastic reading inventory technical guide
  • Classroom interactions of children with behavior disorders
    Shores, RE; Jack, SL; Gunter, PL; Ellis, DN; DeBriere, TJ; Wehby, JH
  • Altering response to topography to increase response efficiency and learning rates
    Skinner, CH; Belfiore, PJ; Mace, HW; Williams-Wilson, S; Johns, GA
  • The effects of intertribal interval duration on sight-word learning rates in children with behavioral disorders
    Skinner, CH; Smith, ES; McLean, JE
  • Effective discipline
    Smith, DD; Rivera, DP
  • Coaching classroom management: Strategies and tools for administrators and coaches
    Sprick, R; Knight, J; Reinke, W; McKale-Skyles, T; Barnes, L
  • The effect of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD
    Sutherland, KS; Alder, N; Gunter, PL
  • Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of student with EBD: A review
    Sutherland, KS; Wehby, JH
  • Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD
    Sutherland, KS; Wehby, JH; Copeland, SR
  • Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests
    Sutherland, KS; Wehby, JH; Yoder, PJ
  • Advances in learning and behavioral disabilities
    Talbott, E; Coe, MG
  • Natural rates of teacher approval and disapproval in grade-7 classrooms
    Thomas, JD; Presland, IE; Grant, MD; Glynn, TL
  • The effects of advance notice of activity transitions on stereotypic behavior
    Tustin, R
  • Teacher and student behavior as a function of risk for aggression
    Acker, R; Grant, SH; Henry, D
  • The right to effective behavioral treatment
    Houten, R; Axelrod, S; Bailey, JS; Favell, JE; Foxx, RM; Iwata, BA; Lovaas, OI
  • Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations
    Wehby, FS; Symons, FJ; Canale, JA; Go, FJ
  • A descriptive analysis of aggressive behavior in classrooms for children with emotional and behavioral disorders
    Wehby, J; Symons, F; Shores, R
  • Teacher presentation rate and point delivery rate: Effects on classroom disruption, performance accuracy, and response rate
    West, RP; Sloane, HN
  • Natural rates of teacher approval and disapproval in the classroom
    White, MA
  • Choral and individual responding during small group instruction: Identification of interactional effects
    Wolery, M; Ault, MJ; Doyle, PM; Gast, DL; Griffen, AK
  • Effects of preprinted response cards on students’ participation and off-task behavior in a rural kindergarten classroom
    Wood, CL; Mabry, LE; Kretlow, AG; Lo, Y; Galloway, TW
  • Decreasing transition times in a second grade classroom: Scientific support for the timely transitions game
    Yarbrough, JL; Skinner, CH; Lee, YJ; Lemmons, C
  • The use of a time-out ribbon and precision requests to improve child compliance in the classroom
    Yeager, C; McLaughlin, TF
  • Classroom questioning with immediate electronic response: Do clickers improve learning?
    Yourstone, SA; Kraye, HS; Albaum, G