The Use of Structural Analysis to Identify Setting Events in Applied Settings for Students with Emotional/Behavioral Disorders

Stichter, Janine P.; Hudson, Shawna; Sasso, Gary M.

doi:10.1177/019874290503000410

Cited by 26 publications

(15 citation statements)

References 58 publications

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“…Research on function-based interventions have typically stressed the role of consequences maintaining behaviors and sought to create interventions that reduce challenging behaviors by manipulating those consequences (Stichter, Hudson, & Sasso, 2005). However, the influence of antecedent-or contextual-variables on behavior is an important aspect of behavior analysis in both theory and practice.…”

Section: Examining the Effects And Quality Of Interventions Based On mentioning

confidence: 99%

Examining the Effects and Quality of Interventions Based on the Assessment of Contextual Variables

Losinski

Maag

Katsiyannis

et al. 2014

Exceptional Children

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Interventions based on the results of functional behavioral assessment (FBA) have been the topic of extensive research and, in certain cases, mandated for students with disabilities under the Individuals With Disabilities Education Act. There exist a wide variety of methods for conducting such assessments, with little consensus in the field. The purpose of this study was to conduct a review and meta-analysis of single-case design studies focusing on interventions based on the assessment of contextual variables (i.e., circumstances that form the setting for the behaviors). Results indicated that although most studies demonstrated positive effects that were corroborated by a variety of effect size measures, few met the majority of evidence-based quality indicators. Implications for future research are provided.

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Section: Examining the Effects And Quality Of Interventions Based On mentioning

confidence: 99%

Examining the Effects and Quality of Interventions Based on the Assessment of Contextual Variables

Losinski

Maag

Katsiyannis

et al. 2014

Exceptional Children

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show abstract

“…Structural analysis can be used to corroborate information gleaned from functional assessment interviews. In a structural analysis, antecedent contexts are arranged systematically and data on response-consequence patterns are collected (Anderson & Long, 2002;English & Anderson, 2006;Mace, Yankanich, & West, 1988;Stichter, Randolph, Kay, & Gage, 2005). Use of a structural analysis may reduce the occurrence of many of the problems with descriptive analysis identified by Hanley (2012), including the likelihood that caretakers have removed antecedent variables likely to evoke problem behavior.…”

Section: Recommendation 4: Consider Structural Analysismentioning

confidence: 99%

Functional Analysis With Typically Developing Children: Best Practice or Too Early to Tell?: In Response to Hanley (2012)

Anderson

Peter

2013

Behav Analysis Practice

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“…The gap can be attributed to inadequate training and/or goodness of fit. Yet, it is possible that an entire intervention package is not needed to achieve a desired change in outcome (Stichter, Hudson, & Sasso, 2005). Instead, pivotal variables in specific combinations may be most effective.…”

Section: Treatment Integritymentioning

confidence: 99%

Classroom-Based Research in the Field of Emotional and Behavioral Disorders

et al. 2008

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Classrooms serving students with or at risk for emotional and behavioral disorders (EBD) are complex environments that include multiple interactions such as those between (a) students and teachers, (b) students and peers, and (c) temporally distant or concurrent classroom-setting factors and subsequent behavioral episodes. As a result, the scientific processes and methods used to investigate the nature of these interactions are often as varied and complex. The purpose of this article is to review and discuss the extent to which research methods and practices evident in current classroombased studies measure and predict these relationships accurately. To this end, the authors present an overview of common research methodology and related measurement strategies and some considerations for conducting research using these methods in classrooms serving students with or at risk for EBD. Keywords: emotional and behavioral disorders; measurement; research; student-teacher interactionsC lassrooms are complex environments that include a host of dynamic, intersecting variables, such as classroom-setting factors (e.g., classroom arrangement), instructional strategies (e.g., use of scaffolding), and individual student factors (e.g., ability, skill level), with the overall goal of producing positive student outcomes. Needless to say, capturing how these variables interconnect and the relative influence they have on student outcomes is difficult. Current research in the field of emotional and behavioral disorders (EBD) has addressed some of these factors, but much of the methodology has failed to deal adequately with the complexity of these relationships while maintaining sufficient scientific rigor (Conroy & Stichter, 2005). The national emphasis on scientifically based practices, in combination with a critical need for interventions that are socially valid, necessitates increasingly multifaceted, rigorous methods, both in our current work and as we consider future research directions.In this article, we discuss methodological issues related to classroom-based research in the field of EBD. Specifically, the purpose of this article is twofold:(a) to provide an overview of the current methods used in classroom-based research about students with or at risk for EBD, including a discussion of the limitations and strategies that expand the potential and increase the rigor of that methodology and (b) to suggest future research directions, with the goal of contributing to a discussion of experimental methodology that will ultimately advance the field of EBD. For the purpose of this article, classroom-based research was defined as investigations of environmental variables (e.g., specific teacher behaviors, instructional components including planned interventions, physical arrangements) in relation to student behaviors (e.g., problem behaviors, time on task, academic achievement;

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The Use of Structural Analysis to Identify Setting Events in Applied Settings for Students with Emotional/Behavioral Disorders

Cited by 26 publications

References 58 publications

Examining the Effects and Quality of Interventions Based on the Assessment of Contextual Variables

Examining the Effects and Quality of Interventions Based on the Assessment of Contextual Variables

Functional Analysis With Typically Developing Children: Best Practice or Too Early to Tell?: In Response to Hanley (2012)

Classroom-Based Research in the Field of Emotional and Behavioral Disorders

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