A preliminary analysis of a behavioral classrooms needs assessment

Justin B Leaf; Ronald Leaf; Cynthia McCray; Carol Lamkns; Mitchell Taubman; John McEachin; Joseph H. Cihon

Vol. 9 No. 2 (2016) IEJEE Special Issue Autism Spectrum Disorders (ASD): Approaches to Training, Teaching, and Treatment

A preliminary analysis of a behavioral classrooms needs assessment

Justin B Leaf
Ronald Leaf
Cynthia McCray
Carol Lamkns
Mitchell Taubman
John McEachin
Joseph H. Cihon

Published August 23, 2017 | Pages: 385-404 | Views: 226

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Abstract

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.

<p>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.</p>

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