Functional Analysis in Public School Settings: A Systematic Review of the Literature

Nesselrode, Ross; Falcomata, Terry S.; Hills, L.A.; Erhard, Patricio

doi:10.1007/s40617-022-00679-8

Cited by 2 publications

(2 citation statements)

References 68 publications

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“…In special education specifically, ABA has led to assessment and interventions for addressing challenging behavior and academic deficits. For instance, functional behavior assessments are a method for identifying (a) variables that maintain challenging behaviors, and (b) interventions that can reduce those behaviors and help children move to less restrictive educational environments (Martinez et al, 2016; Nesselrode et al, 2022). Although less well known, a similar functional assessment model has been applied to academic skill deficits.…”

Section: Accommodations and Interventionsmentioning

confidence: 99%

Using Interventions to Increase Test Access: An Alternative to Accommodations?

Lovett

Fienup

2023

Assessment for Effective Intervention

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Students with disabilities are often given accommodations in testing situations (e.g., extended testing time). However, for many students with high-incidence disabilities, interventions can reduce the need for these accommodations, or serve as a helpful supplement to accommodations. Applied behavior analysis provides a framework for understanding how accommodations alter testing settings, as well as for developing related interventions. We review research on evidence-based interventions that can reduce the need for five common testing accommodations: extended testing time, separate room administration, test breaks, read-aloud, and dictated response. We conclude with suggestions for changes to school-based practice as well as remaining research needs.

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Section: Accommodations and Interventionsmentioning

confidence: 99%

Using Interventions to Increase Test Access: An Alternative to Accommodations?

Lovett

Fienup

2023

Assessment for Effective Intervention

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“…School practitioners are typically taught behavior analytic skills via professional development training. Components of in-service training found to be most beneficial include didactic instruction on evidence-based approaches and coaching with feedback by a trained expert in authentic environments (Egert et al, 2018; Nesselrode et al, 2022; Oakes et al, 2018). In their meta-analysis, Egert et al (2018) found that coaching, even as a single training strategy, was three times more effective than any other training strategy.…”

Section: Teaching School Practitioners Evidence-based Positive Behavi...mentioning

confidence: 99%

A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder

Avellone,

Traylor,

Palko

et al. 2023

Focus Autism Other Dev Disabl

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Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff’s ability within public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020–2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings.

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Functional Analysis in Public School Settings: A Systematic Review of the Literature

Cited by 2 publications

References 68 publications

Using Interventions to Increase Test Access: An Alternative to Accommodations?

Using Interventions to Increase Test Access: An Alternative to Accommodations?

A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder

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