Translating Multiple Assessment Techniques Into an Intervention Selection Model for Classrooms

Abstract

Translating current research to school-based clinical practice highlights issues not often encountered in laboratory settings. With the assistance of a consultant, teachers conducted functional analyses, brief multielement treatment comparisons, and controlled treatment evaluations under naturalistic conditions in the classroom. Teachers also provided input on treatment selection. Treatment integrity data collected throughout the study suggested that teachers implemented analyses and treatments with high integrity. The functional analysis outcomes combined with effectiveness and acceptability data led to the selection of interventions that reduced problem behavior in the classrooms for each of 3 children.

Active Teacher Participation in Functional Behavior Assessment for Students with Emotional and Behavioral Disorders Risks in General Education Classrooms

“…Teachers were able to correctly respond to behaviors (i.e., follow the functional analysis protocol) during simulated and real classroom sessions, showing integrity with limited time spent in training. Similar reliability in teacher implementation of functional analysis conditions (attention, escape, and control) were reported by Mueller, Edwards, and Trahant (2003), with additional fi ndings of teachers' preferences for reinforcement schedules as a component of function-based intervention planning.…”

“…Further, studies that do exist are inconsistent in the use of FBA procedures, with considerable gaps in research to practice (Quinn et al, 2001;Sasso, Conroy, Stichter, & Fox, 2001). In addition, few studies are conducted in public schools with general education teachers actively participating in conducting the functional analysis conditions (Lewis & Sugai, 1996;Mueller et al, 2003;Symons, McDonald, & Wehby, 1998), while others call for determination of the effi ciency and necessity of teachers' involvement (Scott et al, 2004).…”

Extending Self‐management Strategies: The Use of a Classwide Approach

“…Teacher 2 reported it was easier to simply rate the students herself (i.e., teacher‐directed) rather than have students engage in the self‐management component of the intervention (i.e., have students evaluate their behavior, circle the rating on the paper, and hold a class vote to match with the teacher). This finding highlights the important relationship between teacher preference and treatment integrity and that procedural integrity may be compromised if intervention does not align with teacher preferences (Mautone, ; Mueller, Edwards, & Trahant, ).…”

State of the science in the assessment and management of severe behavior problems in school settings: Behavior Analytic Consultation to Schools.

“…However, the literature is replete with examples of intervention success when those interventions were not based on the function identified in the analysis. Examples of this include time out for escape behavior (Keeney, Fisher, Adelinis, & Wilder, 2000), tangible reinforcers for attention maintained behavior (Fischer, Iwata, & Mazaleski, 1997), and tangible reinforcer-based interventions for escape maintained behavior (Mueller, Edwards, et al, 2003). However, the validity of the findings that Bruce's aggression was negatively reinforced by the cessation of coughing is strengthened by the high levels of aggression in the shorter conditions, even though the possibility existed that other functions may not have been uncovered.…”