Improving On-Task Behavior Using a Functional Assessment-Based Intervention in an Inclusive High School Setting

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Autor/inn/en	Majeika, Caitlyn E.; Walder, Jessica P.; Hubbard, Jessica P.; Steeb, Kelly M.; Ferris, Geoffrey J.; Oakes, Wendy P.; Lane, Kathleen Lynne
Titel	Improving On-Task Behavior Using a Functional Assessment-Based Intervention in an Inclusive High School Setting
Quelle	In: Beyond Behavior, 20 (2011) 3, S.55-66 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
Schlagwörter	Attention Deficit Hyperactivity Disorder; Assistant Principals; High School Students; Student Behavior; Intervention; Grade Point Average; Prevention; Disabilities; Functional Behavioral Assessment; Program Effectiveness; Time on Task; Inclusion; Mainstreaming; Behavior Modification; Special Education Teachers; Data Collection; English Instruction; Team Teaching; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Prävention; Vorbeugung; Handicap; Behinderung; Zeitaufwand; Inklusion; Behaviour modification; Verhaltensänderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Data capture; Datensammlung; English langauage lessons; Englischunterricht; Teamteaching
Abstract	A comprehensive, integrated, three-tiered model (CI3T) of prevention is a framework for proactively meeting students' academic, behavioral, and social skills. At the tertiary (Tier 3) level of prevention, functional-assessment based interventions (FABIs) may be used to identify, develop, and implement supports based on the function, or purpose, of target behaviors in their specified settings. FABIs have been shown to be more effective than interventions that simply increase reinforcement for desired behaviors and punish undesired behaviors. In this study, a FABI was conducted as a Tier 3 support in an inclusive high school implementing a CI3T model of prevention. Andrew was identified by his assistant principal as needing Tier 3 supports based on his low academic GPA, high number of office discipline referrals (ODRs), and ratings on the school's behavior screening data. A unique feature of this study was that it was conducted in Andrew's English class, which included a coteaching approach to instructional delivery. Three main questions were explored: (1) To what extent was the FABI effective in improving on-task behavior of a high school student taught in a cotaught, inclusive classroom?; (2) Was the intervention implemented as planned and viewed as acceptable by the participants?; and (3) Was it feasible for the special education teacher to assist with collecting data on student behavior in a reliable and feasible manner? Overall, the results demonstrated a functional relation between on-task behavior of a high school student with Attention Deficit Hyperactivity Disorder (ADHD) and the intervention put in place in an inclusive English class. On-task behavior started out at low levels during baseline and increased during the first intervention phase. When the intervention was removed, Andrew's on-task behavior immediately decreased to levels similar to those of the first baseline. Finally, once the intervention was reintroduced Andrew's on-task behavior again immediately increased and remained at high rates through maintenance. This study also supports the potential feasibility of teachers as data collectors. The use of momentary time sampling by Mr. Vega, the special education teacher, was shown to be dually beneficial. First, this study demonstrates that data collection using momentary time sampling can unobtrusively be done within a teacher's instructional routine, particularly in a coteaching model. Second, it provided the teacher with a simple and practical method of collecting data and monitoring student performance that can be implemented without the assistance of outside personnel. (Contains 4 tables and 1 figure.) (ERIC).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10