Using Assessment‐based Curricular Intervention to Improve the Classroom Behavior of a Student With Emotional and Behavioral Challenges

Abstract

We evaluated a process of descriptive assessment, functional assessment, and assessment-based intervention with an elementary-school child who was described as having emotional and behavioral challenges, but who also exhibited above-average intelligence and communication skills. During a hypothesis-development phase, information was gathered from several sources induding an interview that was conducted directly with the participant. Descriptive information collected during this phase produced five hypotheses about variables maintaining the problem behavior that were then tested experimentally in the dassroom environment. The resulting functional assessment data supported the hypotheses. Intervention packages based on the hypotheses were implemented sequentially across English, spelling, and math dasses. The interventions were successful in increasing on-task behavior, and the improvements were maintained for the remainder of the school year.DESCRIPTORS: dassroom behavior, curriculum design, emotional and behavior disorders, functional analysis Educators and other school personnel are sometimes challenged by students who exhibit behavioral difficulties that are incompatible with the ongoing activities and structure of a school setting. Often, these behaviors are resistant to conventional methods of classroom management. When traditional strategies prove to be ineffective, it is common for schools to either apply more severe disciplinary procedures or place students in increasingly restrictive school programs

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

“…Results demonstrated a functional relationship between on-task behavior and the intervention package. The authors stated that the results expanded the literature to students with above average intelligence and support the use of curricular modifications to affect student behavior (Kern et al, 1994).…”

“…While the impact of preference is important to the potential effectiveness of function-based interventions, this study did not include teacher implementation. Kern, Childs, Dunlap, Clarke, and Falk (1994) examined the effects of conducting an FBA and implementing a subsequent intervention package on the problem behavior of an 11-year-old boy with above average intelligence and severe behavior challenges in a public elementary separate classroom. They used interviews with teachers followed by an experimental analysis implemented by teachers to identify the variables maintaining the student's problem behavior.…”

“…A number of themes have arisen from the literature including (a) problem behavior is learned behavior that is maintained by reinforcement (Carr & Durand, 1985;Dunlap et al, 1991;Iwata et al, 1982;Iwata et al, 1994;Repp et al, 1988), (b) FBAs can be implemented accurately in school settings (Ervin et al, 1998;Kern et al, 1994;Sasso et al, 1992), (c) function-based interventions are effective in decreasing problem behavior (Carr & Durand, 1985;Dunlap et al, 1991;Kern et al, 1994;Repp et al, 1988), and (d) a lack of research on function-based interventions (Iwata et al, 1982;Iwata et al, 1994).…”

Positive Behavior Support

“…In fact, there is growing evidence that PBS is undergoing a rapid extension to other populations as well. Already, the application of PBS has expanded to include people with traumatic brain injury (Singer, Glang, & Williams, 1996;Ylvisaker & Feeney, 1998), typically developing children with school discipline problems (Burke & Burke, 1999;Lewis & Sugai, 1999;Sugai et al, 2000;Warren et al, in press), and children and youth with emotional and behavioral disorders (Dunlap & Childs, 1996;Dunlap, Clarke, & Steiner, 1999;Kern, Childs, Dunlap, Clarke, & Falk, 1994). The extension of PBS represents part of a larger movement in the social sciences and education away from traditional models that have emphasized pathology and toward a new positive model that emphasizes "a science of positive subjective experience, positive individual traits, and positive institutions" (Seligman & Csikszentmihalyi, 2000b, p. 5) with a view to improving quality of life and preventing behavior problems (Seligman & Csikszentmihalyi, 2000a …”

Improving Motivation for Academics in Children With Autism

“…Similarly, manipulating the consequences, so that academic activities result in natural reinforcers has been shown to improve academic engagement and decrease disruptive behavior (Kern et al 1994). Preliminary literature suggests that some of these variables may also be effective with children with ASD (Dunlap 1984;Dunlap and Koegel 1980;Heimann et al 1995;Koegel et al 1994).…”