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

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.

The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices

“…We set frequency goals using descriptive data (means and ranges) and visual analysis of the participant’s performance. Goals were also informed by research on recommended practice rates (Hollo & Hirn, 2015; Kestner et al, 2019; MacSuga-Gage & Simonsen, 2015; O’Handley et al, 2023). The average BSP goal was five (range = 2–10) and the average unison OTR goal was 27 (range = 12–38).…”

A follow-up study of early intensive behavioral intervention program for children with Autism in Syria

“…The opportunities to respond may vary from session to session. Thus, we elected to use trials as it directly quantifies the treatment the participant received rather than hours and it correlates to learning (Fisher & Berliner 55 ; Kestner et al 54 ; Ross & Greer 56 ).…”

There’s a Time and Place for Timeout

“…This is especially true for those children who display externalizing behaviors, which is typical among students with EBD who are verified as having autism, emotional disturbance, or attention-deficit/hyperactivity disorder (ADHD). Cognitive processing deficits that affect the judgment of many students with disabilities contribute to the behavioral challenges (Kestner et al, 2019). These students typically display inappropriate behaviors due to difficulties with impulsivity control, reasoning ability, and social skills (Kestner et al, 2019).…”

“…Cognitive processing deficits that affect the judgment of many students with disabilities contribute to the behavioral challenges (Kestner et al, 2019). These students typically display inappropriate behaviors due to difficulties with impulsivity control, reasoning ability, and social skills (Kestner et al, 2019). Complicating matters further, many of these students have difficulty interpreting others’ behaviors, processing information, and determining the consequences of their actions (Kestner et al, 2019).…”

“…affect the judgment of many students with disabilities contribute to the behavioral challenges (Kestner et al, 2019). These students typically display inappropriate behaviors due to difficulties with impulsivity control, reasoning ability, and social skills (Kestner et al, 2019).…”