A preliminary analysis of a behavioral classrooms needs assessment
Keywords:
Applied behavior analysis, Assessment, Autism, SchoolAbstract
Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In the present study we developed the Behavioral Classroom Needs Assessment as a tool to measure the quality of implementation of principles derived from ABA, teaching, and classroom set up in special education classrooms. Experiment 1 evaluated the reliability of two observers using the Behavioral Classroom Needs Assessment during 128 different observations across 68 different special education classrooms. An Intraclass Correlation Coefficient and Cronbach Alpha Analysis were utilized to determine reliability, and the results showed a high f of reliability across the 40 questions of the assessment. Experiment 2 compared the quality of intervention using the Behavioral Classroom Needs Assessment in five classrooms who received behavioral consultation and five classrooms that did not receive behavioral consultation. The results showed an improvement in the scores on the Behavioral Classroom Needs Assessment for those classrooms in which consultation occurred.
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References
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Sundberg, M. L. (2008). Verbal behavioral milestones assessment and placement program: the VB-MAPP. Concord: AVB Press.
Taubman, M. T., Leaf, R., McEachin, J., Papovich, S., & Leaf, J. B. (2013). A comparison of data collection techniques used with discrete trial teaching. Research in Autism Spectrum Disorders, 7, 1026-1034.
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Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97.
Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still-current dimensions of applied behavior analysis, . Journal of Applied Behavior Analysis , 20(4), 313–327.
Carr, J. E., Howard, J. S., & Martin, N. T. (2015, May). An updated on the behavior analyst certification board. Panel Discussion presented at the Association for Behavior Analysis International 41st Annual Convention. San Antonio, Texas.
Charlop-Christy, M. H., & Carpenter, M. H. (2000). Modified incidental teaching sessions: A procedure for parents to increase spontaneous speech in their children with autism. Journal of Positive Behavior Interventions, 2. 98-112.
Charlop-Christy, M. H., & Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537-552.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis (2nd Ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Donaldson, J. M., & Vollmer, T. R. (2011). An evaluation and comparison of time-out procedures with and without release contingencies. Journal of Applied Behavior Analysis, 44, 693-705.
Fleiss, J. (1981). Statistical methods for rates and proportions. New York, NY, USA: Wiley VCH. Garfield,E.
Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36, 147-185.
Howard, H. A., Ladew, P., & Pollack, E. G. (2009). The national autism center’s national standard project: Findings and conclusions. Randolph, MA: National Autism Center.
Kline, P. (2000). The handbook of psychological testing (2nd ed.). London: Routledge
Koegel, R. L., Russo, D. C., & Rincover, A. (1977). Assessing and training teachers in the generalized use of behavior modification with autistic children. Journal of Applied Behavior Analysis, 10, 197-205.
Koegel, L. K., Carter, C. M., & Koegel, R. L. (2003). Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders, 23, 134-145.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
Leaf, R.B., & McEachin, J.J. (1999). A Work in Progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York, NY: Different Roads to Learning.
Leaf, J. B., Sheldon, J. B., & Sherman, J. A. (2010). Comparison of simultaneous prompting and no-no prompting in two-choice discrimination learning with children with autism. Journal of Applied Behavior Analysis, 43, 215-228.
Leaf, J. B., Oppenheim-Leaf, M. L., Call, N. A., Sheldon, J. B., Sherman, J. A., Taubman, M., McEachin, J., Dayharsh, J. & Leaf, R. (2012). Comparing the teaching interaction procedure to social stories for people with autism. Journal of Applied Behavior Analysis, 45, 281-298.
Leaf, J.B., Dotson, W. H., Oppenheim-Leaf, M. L., Sherman, J.A. Sherman, J. A. (2012). A programmatic description of a social skills group for young children with autism. Topics in Early Childhood Special Education, 32, 111-121.
Leaf, J. B., Leaf, R., Taubman, M., McEachin, J., & Delmolino, L. (2014). Comparison of flexible prompt fading to error correction for children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 26, 203-224.
Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Ala’i-Rosales, S., Ross, R. K., Smith, T, & Weiss, M. J. (2016). Applied Behavior Analysis is a Science and, Therefore, Progressive. Journal of Autism and Developmental Disorders, 46, 720-731.
Lerman, D. C., & Vorndran, C. M. (2002). On the status of knowledge for using punishment implications for treating behavior disorders. Journal of Applied Behavior Analysis, 35, 431-464.
Lovaas, I. O. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.
McCulloch, E. B., & Noonan, M. J. (2013). Impact of online training videos on the implementation of mand training by three elementary school paraproffesionals. Education and Training in Autism and Developmental Disabilities, 48, 132-141.
Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure, 54, 275-282.
Portney, L. G., & Watkins, M. P. (2000).Foundations of clinical research applications to practice. Prentice Hall Inc: New Jersey.
Rogers, S. J., & Dawson. (2009). Play and engagement in early autism: The Early Start Model. Volume 1: The Treatment. New York: Guilford Press.
Shook, G. L., Alai’i-Rosales, S., & Glenn, S. S. (2002). Training and certifying behavior analysts. Behavior Modification, 26, 27-48.
Sundberg, M. L. (2008). Verbal behavioral milestones assessment and placement program: the VB-MAPP. Concord: AVB Press.
Taubman, M. T., Leaf, R., McEachin, J., Papovich, S., & Leaf, J. B. (2013). A comparison of data collection techniques used with discrete trial teaching. Research in Autism Spectrum Disorders, 7, 1026-1034.
U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS) (2011). Children with disabilities receiving special education under part b of the Individuals with Disabilities Education on Act, 1999-2011.
Vismara, L. A., Colombi, C., & Rogers, S. J. (2009). Can one hour per week of therapy lead to lasting changes in young children with autism? Autism, 13, 93-115.
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Published
2017-08-23
How to Cite
Leaf, J. B., Leaf, R., McCray, C., Lamkns, C., Taubman, M., McEachin, J., & Cihon, J. H. (2017). A preliminary analysis of a behavioral classrooms needs assessment. International Electronic Journal of Elementary Education, 9(2), 385–404. Retrieved from https://iejee.com/index.php/IEJEE/article/view/165
