Maintaining the Integrity of FBA-based Interventions in Schools.
The best interventions and best laid plans are brought into jeopardy jeopardy, in law, condition of a person charged with a crime and thus in danger of punishment. At common law a defendant could be exposed to jeopardy for the same offense only once; exposing a person twice is known as
double jeopardy. when they are implemented inappropriately or of insufficient duration. Six factors that affect fidelity of treatment in relationship to functional behavioral assessment (FBA FBA Federal Bar Association
FBA Functional Behavior Assessment
FBA Fibre Box Association (North America)
FBA Forms Based Authentication (Microsoft Outlook Web Access)
FBA Florida Bicycle Association ) are discussed: a) understanding the function of and the contextual valuables that support target behavior, b) adult knowledge of effective interventions, c) adult acceptance of the intervention, d) selection of suitable replacement behavior, e) selection of the standard to judge behavior change Behavior change refers to any transformation or modification of human behavior. Such changes can occur intentionally, through behavior modification, without intention, or change rapidly in situations of mental illness. , and f) utilization of procedures to enhance integrity of implementation. Examples and suggestions for improving treatment fidelity in schools are offered.
Schools have long viewed discipline and instruction as two separate and distinct issues. Traditionally, classroom teachers and administrators have responded to student discipline problems by imposing negative sanctions Sanctions is the plural of sanction. Depending on context, a sanction can be either a punishment or a permission. The word is a contronym.
Sanctions involving countries:
Triangular section formed by a roof with two slopes, extending from the eaves to the ridge where the two slopes meet. It may be miniaturized over a dormer window or entranceway. & Van Acker, 1999). When a learning problem exists, teachers usually respond more positively -- by attempting to re-teach the content, to modify the assignment, and so on (Nelson, 2000). With the 1997 Individuals with Disabilities Education Act
Some statements may be disputed, incorrect, , biased or otherwise objectionable.
Any of several small freshwater fishes (genera Notemigonus and Notropis, family Cyprinidae). The common shiner (Notropis cornutus) is a blue and silver minnow up to 8 in. (20 cm) long. , 1997). The language of the IDEA is clear. The IEP IEP
In currencies, this is the abbreviation for the Irish Punt.
The currency market, also known as the Foreign Exchange market, is the largest financial market in the world, with a daily average volume of over US $1 trillion. team must explore the need for strategies and supports to address any behavior that may impede im·pede
tr.v. im·ped·ed, im·ped·ing, im·pedes
To retard or obstruct the progress of. See Synonyms at hinder1.
[Latin imped the learning of the child with a disability or the learning of his/her peers. And, school personnel must work cooperatively to develop, impl ement, and evaluate a plan to address behavior that impedes the teaching/learning process.
The language of the 1997 IDEA signals a fundamental shift in ownership of student behavior problems. Ownership of the problem or "impeding im·pede
tr.v. im·ped·ed, im·ped·ing, im·pedes
To retard or obstruct the progress of. See Synonyms at hinder1.
[Latin imped " behavior no longer rests solely with the student. Now, it is a shared responsibility among those working with the student. Moreover, the so-called problem behavior is no longer viewed as residing within the student, but as a response to environmental conditions. Largely because of the recency of this mandate, few education personnel have been adequately prepared to respond effectively to overlapping problems in student learning and behavior (e.g., Conroy, Clark, Gable, & Fox, 1999).
There is a growing recognition that a major reason for negative student behavior is academic failure (Nelson, Scott, & Polsgrove, 1999). Increasing evidence demonstrates that students often "act-up" in class to escape ineffective instruction (Gunter, Denny, Jack, Shores, & Nelson, 1993), and classroom behavior and learning problems increase the likelihood of peer rejection and accelerate the rate of anti-social behavior (Gunter et al., 1993; Walker, Colvin, & Ramsey, 1995). Federal legislation, supported by experimental research, directs schools to respond proactively and positively to both academic and behavior problems (Bullock bullock
a mature castrated male cattle destined for meat production or draft. & Gable, 2000). For schools to be successful, the longstanding division between teacher responses to academic and behavior problems must be closed so that both are seen as problems of learning.
The challenge to increase the capacity of school personnel to address students' academic and behavior problems is immense. No less daunting daunt
tr.v. daunt·ed, daunt·ing, daunts
To abate the courage of; discourage. See Synonyms at dismay.
[Middle English daunten, from Old French danter, from Latin is the challenge of ensuring the faithful implementation of intervention plans. The so- called "fidelity" with which an intervention is applied, is of particular concern. How can effectiveness of an intervention be judged if it is not implemented correctly? Without faithful delivery of planned interventions, their value and effectiveness simply cannot be determined. Moreover, if IEP team members (or others) fail to fully and consistently implement an intervention, the target behavior will persist and likely become more resistant to extinction extinction, in biology, disappearance of species of living organisms. Extinction occurs as a result of changed conditions to which the species is not suited. . In all, fidelity of treatment is critical to successful behavior change. There are several factors closely associated with fidelity of treatment, and they are the focus of this paper: (a) understanding the function of and contextual variables that support target behavior; (b) adult knowledge of effective interventions; (c) adult acc eptance of the intervention; (d) selection of suitable replacement behavior; (e) selection of the standard to judge changes in behavior; and finally, (f) utilization of procedures to enhance the integrity of implementation. In the following discussion, we begin with a brief overview of FBA, examine critically each of these issues, and offer some suggestions for maintaining the fidelity of school-based intervention plans.
Functional Behavioral Assessment (FBA) in Schools
According to according to
1. As stated or indicated by; on the authority of: according to historians.
2. In keeping with: according to instructions.
3. federal legislation, when the misconduct MISCONDUCT. Unlawful behaviour by a person entrusted in any degree: with the administration of justice, by which the rights of the parties and the justice of the, case may have been affected.
2. of a student with a disability warrants disciplinary action leading to suspension or expulsion EXPULSION. The act of depriving a member of a body politic, corporate, or of a society, of his right of membership therein, by the vote of such body or society, for some violation of hi's. , the IEP team must conduct a formal assessment of the problem situation (Yell & Shiner, 1997). Through a series of activities, the team must determine the function(s) of the impeding behavior for the student and design an intervention that takes the function(s) of the behavior into account. Teaching alternative, replacement behavior(s) is equally as important as decreasing the frequency and/or intensity of the impeding behavior. This two-fold process is guided by what has long been referred to as the "fair-pair" rule (White & Haring Haring is an English surname of Austrian origin.
Notable individuals with this surname:
Retire or pay off debt. the problem behavior, practitioners must give equal attention to promoting a replacement behavior that satisfies the same need (function), but which is more acceptable or appropriate. Ideally, the replacement behavior selected is more efficacious ef·fi·ca·cious
Producing or capable of producing a desired effect. See Synonyms at effective.
[From Latin effic for th e student than the original problem behavior (Gable et al., 2000). By addressing the issue of response efficiency, the team further insures the likelihood of the replacement behavior becoming embedded Inserted into. See embedded system. in the student's behavioral repertoire. To achieve exclusive use of appropriate replacement behaviors generally requires that pupil-specific academic and non- academic factors be addressed.
Understanding the Function of and the Contextual Variables That Support Impeding Behavior
The main reason to conduct a functional behavioral assessment (FBA) is to isolate functional relationships between significant aspects of the social, academic, and/or physical environment and the occurrence (or nonoccurrence) of student behavior (Dunlap et al., 1993). With this knowledge, we can predict future events based on knowledge of present events, a concept known as conditional probability conditional probability
the probability that event A occurs, given that event B has occurred. Written P(AB). (Gresham, 1991). After conducting a FBA and analyzing the data collected, it is the IEP team's responsibility to identify intervention options that are consonant consonant
Any speech sound characterized by an articulation in which a closure or narrowing of the vocal tract completely or partially blocks the flow of air; also, any letter or symbol representing such a sound. with the motivation behind the impeding behavior (Gable et al., 2000). For instance, a student who is motivated to escape from an aversive aversive /aver·sive/ (ah-ver´siv) characterized by or giving rise to avoidance; noxious.
adj. academic task might engage in disruptive behavior to be sent to the office. Recognizing the student's need to escape instruction, the IEP team would plan for the teacher to model and role play appropriate behaviors (e.g., request to begin a different activity or take a break) to accomplish the same outcome. The success of treatment hinges Hinges may refer to:
Aside from motivational match, another significant factor to consider is the relationship of the proposed intervention to current classroom practices, that is, "contextual fit." Contextual fit refers to the congruence con·gru·ence
a. Agreement, harmony, conformity, or correspondence.
b. An instance of this: "What an extraordinary congruence of genius and era" between the intervention and relevant, setting-specific variables (e.g., class size, teacher attitude and instructional skills, student characteristics) (Gunter & Denny, 1996). The use of an intervention that is consistent with existing classroom practices and which is applicable to multiple students, increases the overall contextual fit of the intervention.
For example, Steven might engage in frequent talk-outs during class. Talk-outs are most likely to occur during those times when Steven must compete with others for an opportunity to respond or when he is part of a larger group of students asked to work independently as the teacher instructs a different group of students (setting event). After observing the teacher's reaction to Steven's disruptive talk-outs, we discover that the teacher generally responds in one of three ways: a verbal reprimand REPRIMAND, punishment. The censure which in some cases a public office pronounces against an offender.
2. This species of punishment is used by legislative bodies to punish their members or others who have been guilty of some impropriety of conduct towards them. , planned ignoring, or a positive response (e.g., praise or attention to Steven for answering a question correctly).
From the observational data collected, we determine that Steven is gaining attention and control through his talk-outs on an average of once every 5 minutes. He manages to obtain attention from the teacher (either a reprimand or positive attention) on 2 out of 3 talk-outs (1 of 3 is ignored). The fact that he gains a positive teacher response for almost one-third of the talk-outs suggests that talking out is being strengthened (through intermittent intermittent /in·ter·mit·tent/ (-mit´ent) marked by alternating periods of activity and inactivity.
1. Stopping and starting at intervals.
2. reinforcement reinforcement /re·in·force·ment/ (-in-fors´ment) in behavioral science, the presentation of a stimulus following a response that increases the frequency of subsequent responses, whether positive to desirable events, or ) rather than eliminated by the current intervention.
Any effort to effectively intervene on Steven's talk-outs will have to account for his legitimate need for attention and control. Steven's need is rather strong, and he will have to learn and practice appropriate strategies to obtain attention and control at roughly the same rate (once every 5 minutes). The social context of the classroom will need to accommodate and reinforce Steven's new behavior. In addition, the teacher will need to plan for increased opportunities for Steven to display his new behavior and to respond positively to his appropriate efforts. Finally, the intervention plan will require a consistent response that minimizes attention and control gained with talk-outs.
Adult Knowledge of Effective Interventions
To successfully resolve academic and behavior problems, school personnel must be able to develop quality intervention plans and ensure that those plans are followed over time. A quality plan relies on understanding of the multiple variables that impact learning. For example, we know that the majority of behavior problems stem from academic failure, yet many educators are unprepared to circumvent cir·cum·vent
tr.v. cir·cum·vent·ed, cir·cum·vent·ing, cir·cum·vents
1. To surround (an enemy, for example); enclose or entrap.
2. To go around; bypass: circumvented the city. academic failure. Limitations are common in educator knowledge of (a) specific curricular and instructional accommodations (Baker & Zigmond, 1991; Brown, Gable, Hendrickson, & Algozzine, 1991; Wilson, Gutkin, Hagen, & Oats, 1998), (b) effective behavioral interventions behavioral intervention Behavior modification, behavior 'mod', behavioral therapy, behaviorism Psychiatry The use of operant conditioning models, ie positive and negative reinforcement, to modify undesired behaviors–eg, anxiety. (Elliott, 1988; Gunter & Denny, 1996), and (c) how to match an individual student's needs with intervention strategies. Moreover, notwithstanding the popularity of professional collaboration, teachers often lack experience in team problem-solving and decision-making, especially with serious academic and behavioral problems (Hendrickson, et al., 1999; Wi lson et al., 1998).
Resolution of problems surrounding flawed flaw 1
1. An imperfection, often concealed, that impairs soundness: a flaw in the crystal that caused it to shatter. See Synonyms at blemish.
2. classroom practice must begin at the pre-service level of teacher preparation. Absent quality pre-service preparation in the necessary competencies, local school districts will need to offer in-service training that compensates for under-prepared novice teachers. Federal legislation stipulates that school districts meet the professional development needs of paraeducators, general educators, special educators, and support personnel. They can effectively do this by incorporating functional behavioral assessment (FBA) and positive behavioral support planning into their in-service instruction programs. Whether at pre-service or in-service level, both didactic di·dac·tic
Of or relating to medical teaching by lectures or textbooks as distinguished from clinical demonstration with patients. instruction and hands-on experiences, coupled with routine technical assistance and support, seems essential to promote competency COMPETENCY, evidence. The legal fitness or ability of a witness to be heard on the trial of a cause. This term is also applied to written or other evidence which may be legally given on such trial, as, depositions, letters, account-books, and the like.
2. in the FBA process (Conroy et al., 2000; Chandler Chandler, city (1990 pop. 90,533), Maricopa co., S central Ariz., in the Salt River valley; inc. 1920. It is both a residential community and a center for research and technology. Tourism is also important, and the San Marcos Golf Resort is in Chandler. , Dehlquist, Repp, & Feltz, 1999; Gable et al., 1999; Stichter, Shellady, Sealander, & Eigenburger, 2000).
Adult Acceptance of the Intervention
A critical piece of the FBA intervention process is termed "treatment acceptability" (Elliott, 1988; Polloway, Bursuck, Epstein, & Nelson, 1996). That which constitutes acceptable treatment is based on the judgment of persons responsible for implementation of the plan (Gunter & Denny, 1996). Decision-making regarding treatment acceptability rests on factors such as the complexity of the intervention, its perceived effectiveness, and teacher knowledge of its implementation (Gresham, MacMillan, BeebeFrankenberger, & Bocian, 2000; Gunter & Denny, 1996; Wilson et al., 1998; Quinn, 2000). These factors in turn relate to teacher time and teacher perceptions regarding the demands associated with planning and implementing the intervention (Gunter & Denny, 1996).
If, after considering these issues, teachers do not view an intervention as attractive, it is unlikely that it will be implemented. The more acceptable the intervention, the greater the probability that it will be implemented in a manner likely to result in changing student behavior. Not surprisingly, intervention complexity and integrity are closely related -- the more complex or demanding the intervention, the more susceptible it is to early defection -- that is, the increased likelihood that persons responsible for its implementation will stray Stray
(1) Not a member of the participating party in the trade at hand; (2) not a meaningful indication of a customer's desire to take a sizable position or be involved in a stock. from or totally abandon the IEP team's plan. It follows that a balance must be struck among sometimes competing forces, and the intervention selected should be one with a high probability of being used and a high probability of producing positive changes. Fortunately, IEP teams have numerous options available in most situations requiring FBA and positive behavioral supports. The majority of behavior problems can be addressed in more than one way, and most problem be haviors can be replaced by more than one alternative behavior.
In our example, a behavioral intervention plan for Steven (who was displaying a high rate of disruptive talk-outs) might involve efforts to change the social context that occasions the behavior (setting events and antecedents). For example, the teacher could call upon and interact with Steven more frequently (increased attention), especially when Steven is participating appropriately. The teacher also could employ choral cho·ral
1. Of or relating to a chorus or choir.
2. Performed or written for performance by a chorus.
[Medieval Latin chor responding to increase Steven's active participation. The lessons can be designed to allow all students more choice (e.g., answer three of the five essay questions provided), and thereby enable greater student control. The intervention could involve efforts to teach (vis-a-vis direct instruction) Steven alternative and more appropriate ways to seek attention and/or to exert his need for control (e.g., assertiveness assertiveness /as·ser·tive·ness/ (ah-ser´tiv-nes) the quality or state of bold or confident self-expression, neither aggressive nor submissive. skills). The intervention also could target the consequences provided for behavior. The teacher might employ some type of Differential Reinforcement of Low Rate Behavior (DRL DRL Bureau of Democracy, Human Rights and Labor (US State Department)
DRL Daytime Running Lights
DRL Department of Regulation and Licensing (real estate)
DRL Dr Reddy's Laboratories ) (Rep p & Dietz, 1974). This would provide the student with direct reinforcement for those occasions in which he displays lower and lower rates of talk-out behavior. At the same time, the teacher would provide increased attention and control when the student displays the more desirable alternative behavior (Differential Reinforcement of Alternate Behavior [DRA DRA Delta Regional Authority
DRA Developmental Reading Assessment (educational test)
DRA Division of Ratepayer Advocates (California)
DRA Data Research Associates
DRA Directory and Resource Administrator ]). In many cases, the IEP team can adopt a behavioral intervention plan that includes more than one strategy providing all strategies are effective (empirically validated) and acceptable to those who must implement the plan.
Fidelity of implementation. Closely related to acceptance of an intervention is intervention fidelity. The concept of intervention or treatment fidelity (sometimes called "treatment integrity" or "procedural reliability") refers to the accuracy and consistency with which an intervention is applied (Gable, Quinn, Rutherford Rutherford (rŭth`ərfərd), borough (1990 pop. 17,790), Bergen co., NE N.J., a residential suburb of the New York City–N New Jersey metropolitan area; inc. 1881. Several pre-Revolutionary houses remain there. , Howell, & Hoffman, 2000; Gresham, 1991). As Gresham and his colleagues (2000) assert, the degree of treatment fidelity can be directly linked to the outcome of the intervention; the greater accuracy and consistency of implementation, the greater the chance of producing positive changes in the student's behavior. Equally important is the fact that without a clear understanding of how the intervention was applied, it is difficult for the teacher or IEP team to make valid educational decisions. For example, without treatment integrity, one cannot distinguish between an ineffective treatment and a potentially effective plan that was poorly implemented (Gable et al., 2000; Gresham et al., 2000) .
Classroom and school settings are complex environments that inadvertently occasion and support many undesirable behaviors (Grant & Van Acker, 2000). In spite of the desire to engage in effective practices, teachers and other school personnel may not consistently apply the procedures spelled out in the behavioral intervention plan. Often, it is the teacher's behavior that must change first if we are to change student behavior. If we examine the disruptive talk-outs of Steven, we find that most talk-outs result in the attention he seeks. Almost one-third result in consequences desired by the teacher. Why would Steven (or any other student) refrain from such successful behavior? Obviously, the teacher must learn to respond in a manner that does not inadvertently reinforce the student. The teacher must also manage the responses of other students. To accomplish this is likely to require some form of support for the teacher since his or her behavior will need to change. Under the provisions of IDEA, such teacher su pports can be delineated de·lin·e·ate
tr.v. de·lin·e·at·ed, de·lin·e·at·ing, de·lin·e·ates
1. To draw or trace the outline of; sketch out.
2. To represent pictorially; depict.
3. in the student's IEP.
Given the growing pressure on school personnel to produce positive academic outcomes, some teachers seek the simplest path to discharge their responsibilities. Fortunately, exact execution of an intervention plan (high fidelity high fidelity
The electronic reproduction of sound, especially from broadcast or recorded sources, with minimal distortion.
high ) may not always be necessary to bring about positive outcomes. Unfortunately, it is hard to predict the amount of variance that will still produce the desired outcomes in student performance.
Selection of Suitable Replacement Behavior
In attempting to extinguish a challenging behavior, school personnel must place emphasis on building new skills in the student's repertoire (Hendrickson, et al., 1999). This skill building effort should focus on academic and non-academic behavior that will eliminate the student's need to engage in the negative behavior. For instance, some students respond more appropriately when given a less complex assignment or more preferred activities; others may require instruction on learning strategies (e.g., note-taking, memory strategies); still other students need instruction for gaining teacher assistance (e.g., Gunter et al., 1993; Shores, Gunter, & Jack, 1993).
In selecting a replacement behavior, school personnel should choose a behavior that is in relatively high demand in the natural environment. By choosing a replacement behavior frequently used by other students successfully, the likelihood increases that engaging in the behavior will gain immediate positive reinforcement positive reinforcement,
n a technique used to encourage a desirable behavior. Also called
positive feedback, in which the patient or subject receives encouraging and favorable communication from another person. (Gable & Hendrickson, 2000). Informal observations of the student and peers in multiple contexts (e.g., classroom, lunch room, hallway) may facilitate the selection of potential replacement behaviors. It also is useful to choose a replacement behavior that is already in the student's repertoire (albeit at low levels) and that is consistent with the overall behavioral expectations of a particular social context.
When selecting replacement behaviors, teachers should remain vigilant for situations where a behavior problem (e.g., acting up in class) actually serves to mask an academic problem, student perception of incompetence in·com·pe·tence or in·com·pe·ten·cy
1. The quality of being incompetent or incapable of performing a function, as the failure of the cardiac valves to close properly.
2. , or another behavioral skill deficit. In such instances, skill training in the problem area (e.g., test-taking skills, negotiation skills) may be the first step. For example, Carl and his classmates Classmates can refer to either:
Carl's behavior could easily be seen as disruptive and insubordinate in·sub·or·di·nate
Not submissive to authority: has a history of insubordinate behavior.
in behavior that clearly warranted disciplinary action. The intervention selected, however, probably did not come as a surprise to Carl as it allowed him to escape the math assignment (at least temporarily). In effect, the teacher has negatively reinforced Carl's inappropriate behavior (removed an aversive - math). Thus, she should anticipate an increase in this type of behavior in the future.
Perhaps Carl's teacher might identify an alternative means to escape an assignment he feels is too difficult. For example, the teacher could provide him a desk or table in the back of the room. If Carl feels overwhelmed o·ver·whelm
tr.v. o·ver·whelmed, o·ver·whelm·ing, o·ver·whelms
1. To surge over and submerge; engulf: waves overwhelming the rocky shoreline.
a. he can move to that table where he can find different instructional materials and activities (at a level that will produce success) until the teacher can arrange to provide the assistance he needs to complete the assigned task. At the same time, the teacher will need to provide Carl with instructionally appropriate assignments and promote the necessary knowledge and skill acquisition. This will help to prevent the problem behavior from reoccurring, as success begets success.
Selecting a Standard to Judge Changes in Behavior
Another aspect of treatment and treatment integrity relates to the selection of a criterion (or behavioral standard) against which to judge the success of an intervention. The replacement behavior must reach (a) a level of social validity that fits the expectations of parents, peers, and others (i.e., changes in behavior are sufficient) and (b) a level of functional validity that satisfies the student's need (i.e., fulfills the same need or achieves the same outcome as the unacceptable behavior).
Behavior change standards can affect the success of an intervention. The more stringent the standard, the more difficult it may be or longer it may take to achieve the desired outcome. A standard that is too lax LAX - LAnguage eXample.
A toy language used to illustrate compiler design.
["Compiler Construction", W.M. Waite et al, Springer 1984]. may not lead to a meaningful change in the student's behavior. In some cases, the nature or severity of the behavior may dictate an absolute standard (e.g., no physical aggression is acceptable). However, not all behavior requires an absolute standard. In these instances, local standards can be developed on the basis of the performance of competent students (e.g., percent of time on-task, number of positive responses made by competent peers).
A useful strategy for reaching an absolute standard is to define success according to "successive approximations successive approximation
A method for estimating the value of an unknown quantity by repeated comparison to a sequence of known quantities. " that ultimately reach the final milestone (i.e., absolute standard). This strategy allows the IEP team to promote incremental Additional or increased growth, bulk, quantity, number, or value; enlarged.
Incremental cost is additional or increased cost of an item or service apart from its actual cost. changes in student behavior that are realistic yet take into account standards from school policy and school disciplinary handbooks. For example, Steven, who is displaying disruptive talk-outs approximately once every five minutes; is not likely to refrain from talking out immediately following the implementation of a plan. More likely, the plan will have to systematically reduce Steven's number of talk-outs. This could be accomplished by reinforcing lower and lower rates of the talk-outs over time -- that is, by using differential reinforcement of low rate behaviors (DRL) (Repp & Dietz, 1974).
Utilization of Procedures to Enhance Integrity of Implementation
The IEP team can assess the integrity of implementation of an FBA-based intervention in various ways. Most school personnel recognize that a clear picture of the target behavior must be captured in observable ob·serv·a·ble
1. Possible to observe: observable phenomena; an observable change in demeanor. See Synonyms at noticeable.
2. , measurable, and repeatable terms and that the definition of the behavior yields reliable data (i.e., two observers agree on the occurrence/non-occurrence of the behavior). It is equally important that there is clear specification of each component of the intervention plan, according to the temporal and sequential distribution of events. These events usually are the setting events (SE), antecedent ANTECEDENT. Something that goes before. In the construction of laws, agreements, and the like, reference is always to be made to the last antecedent; ad proximun antecedens fiat relatio. events (AE), and consequent con·se·quent
a. Following as a natural effect, result, or conclusion: tried to prevent an oil spill and the consequent damage to wildlife.
b. events (CE) that surround the target behavior. For arty intervention to succeed, the team must precisely delineate who is responsible for each part of the plan as well as when and under what conditions the strategy should be applied. Successful teams often script out each component of the plan and then rehearse re·hearse
v. re·hearsed, re·hears·ing, re·hears·es
a. To practice (a part in a play, for example) in preparation for a public performance.
b. their respective roles to increase the probability of accurate and consis tent implementation. When using scripted plans, clear examples of what does and what does not constitute the target behavior are mandatory. In addition, it may be useful to identify close-in non-examples (e.g., what will happen when disruptive behavior is an attempt at humor humor, according to ancient theory, any of four bodily fluids that determined man's health and temperament. Hippocrates postulated that an imbalance among the humors (blood, phlegm, black bile, and yellow bile) resulted in pain and disease, and that good health was ) and far-out examples (e.g., what will happen when a clumsy social initiation evokes a negative peer response) to increase the accuracy with which the plan is implemented.
Monitoring implementation. Increasingly, school personnel recognize the importance of documenting the outcome of an intervention; however, the significance of monitoring the process of implementation has been less apparent. Only by monitoring implementation of interventions across time are teams able to make adjustments in the intervention and ultimately to assess the effectiveness of the plan. The use of indirect measures such as checklists and Likert scales Likert scale A subjective scoring system that allows a person being surveyed to quantify likes and preferences on a 5-point scale, with 1 being the least important, relevant, interesting, most ho-hum, or other, and 5 being most excellent, yeehah important, etc or the use of direct observation, or both, allow IEP teams to monitor integrity of implementation. For example, a script that spells out the geography teacher's responsibility to: (a) change the physical arrangement of the classroom and adjust the difficulty level of the academic tasks (both setting events), (b) use a specific teaching strategy (an antecedent event), and (c) verbally praise both correct academic and social responses (a consequent event) can include a place for the teacher to self-assess his/her daily compliance with the plan (e.g., five- point scale ranging from low integrity to high integrity) (Gresham et al., 2000). In contrast, in a cooperative teaching situation, the general education teacher might observe and record teacher-pupil interactions on a modified ABC ABC
in full American Broadcasting Co.
Major U.S. television network. It began when the expanding national radio network NBC split into the separate Red and Blue networks in 1928. chart (Gable et al., 2000) that includes: the targeted and replacement behaviors; a list of setting event manipulations; and teacher behaviors in columns for antecedent and consequence event strategies.
A number of schools have implemented technical assistance and support programs which include monitoring of teacher behavior in a non-evaluative way to help insure consistent implementation of behavioral intervention plans. The non- evaluative nature of these procedures is absolutely essential for teacher acceptability (Grant & Van Acker, 2000); that is, the information is neither collected by nor shared with persons responsible for evaluating teacher performance. For example, some schools have asked teachers to identify peer monitors. These peer monitors (fellow teachers) spend approximately 20 minutes each week (part of a planning period) observing in each others' classroom. The teacher may direct the focus of their colleagues' observations (e.g., "Give me some feedback on my interaction with Carl."). One important stipulation An agreement between attorneys that concerns business before a court and is designed to simplify or shorten litigation and save costs.
During the course of a civil lawsuit, criminal proceeding, or any other type of litigation, the opposing attorneys may come to an agreement is that peer monitors must identify at least two areas in which the teacher displayed strengths before indicating areas in which the teacher could improve.
Other schools require repeated direct observation of a student as part of their pre-intervention and teacher assistance team programs. Some of these schools also have implemented "automatic triggers" that initiate a process of direct observation of a student (or teacher) in an effort to provide needed early intervention ear·ly intervention
n. Abbr. EI
A process of assessment and therapy provided to children, especially those younger than age 6, to facilitate normal cognitive and emotional development and to prevent developmental disability or delay. and support. For example, a school might require classroom observation of a student after the fourth discipline referral to the office; a teacher might be observed after the fifth time he/she refers a student (or students) to the office. It may be that the teacher has been assigned to a particularly difficult class or a situation in which the teacher is quick to engage in a power struggle with a particular student. Either way, support and assistance appear necessary to promote a successful solution.
Another way to monitor the integrity of intervention implementation might involve teacher use of an audio tape recorder tape recorder, device for recording information on strips of plastic tape (usually polyester) that are coated with fine particles of a magnetic substance, usually an oxide of iron, cobalt, or chromium. The coating is normally held on the tape with a special binder. . The teacher sets the unit to record and places it out of the way. At the end of the period, the teacher can self-assess his or her own interaction with the student and assess the integrity of implementation of the intervention (e.g., opportunities to respond, praise for the display of alternate behavior(s), reduction in teacher reprimands).
Still other options include the use of video and computer software to assess team problem-solving and the implementation of intervention plans. While there are few set procedures, the frequency with which teams assess the fidelity of intervention is likely to depend on the magnitude of the problem, number of persons involved, and the complexity of the intervention plan.
Schools across the country are struggling to comply with the legislative provisions of the 1997 IDEA that relate to discipline and functional behavioral assessment (FBA). That challenge is magnified by the fact that there are no clear guidelines guidelines,
n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. that assure quality implementation of the FBA process. With relatively few studies on the integrity of behavioral interventions in schools (Gresham, 1991), our knowledge is limited regarding how best to assist team members to accurately and consistently implement an intervention plan (Gresham, 1989; Gresham et al., 2000; Witt & Elliot, 1985). Drawing on the available literature, it would appear that maintaining an acceptable level of treatment integrity requires that school personnel consider the interrelated in·ter·re·late
tr. & intr.v. in·ter·re·lat·ed, in·ter·re·lat·ing, in·ter·re·lates
To place in or come into mutual relationship.
in issues of adult knowledge of effective intervention, acceptance of the intervention, alignment of the intervention with student motivation, selection of suitable replacement behavior, procedures to insure treatment integrity, and a realistic standard against whic h to judge the success of the plan. In closing, we summarize sum·ma·rize
intr. & tr.v. sum·ma·rized, sum·ma·riz·ing, sum·ma·riz·es
To make a summary or make a summary of.
sum our recommendations for implementing quality intervention plans designed to achieve positive changes in student behavior:
1. Select an intervention that is congruent con·gru·ent
1. Corresponding; congruous.
a. Coinciding exactly when superimposed: congruent triangles.
b. with student motivation (function of behavior) and is appropriate for the context in which behavior occurs.
2. Select an intervention for which there is prior evidence of its positive effects (i.e., empirical evidence).
3. Select an intervention that has a high level of acceptance among those adults responsible for its implementation.
4. Select an intervention that is consistent with the skill level and commitment of those adults (and peers) responsible for its implementation.
5. Select standards of behavior change that can be mutually determined and objectively measured by the IEP team.
The 1997 IDEA compels schools to reexamine re·ex·am·ine also re-ex·am·ine
tr.v. re·ex·am·ined, re·ex·am·in·ing, re·ex·am·ines
1. To examine again or anew; review.
2. Law To question (a witness) again after cross-examination. the reciprocal relationship between discipline and instruction. Accordingly, school personnel must have the courage to discard lingering lin·ger
v. lin·gered, lin·ger·ing, lin·gers
1. To be slow in leaving, especially out of reluctance; tarry. See Synonyms at stay1.
2. misconceptions Misconceptions is an American sitcom television series for The WB Network for the 2005-2006 season that never aired. It features Jane Leeves, formerly of Frasier, and French Stewart, formerly of 3rd Rock From the Sun. regarding the origin and nature of students' learning and behavior problems (e.g., "he could do it if he tried...he knows how to behave, he just doesn't care..."). IEP teams and others must develop the skills to simultaneously address student academic and behavioral problems in a manner that increases the probability of faithful, effective implementation of quality interventions.
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Dunlap, G., Kern Kern, river, 155 mi (249 km) long, rising in the S Sierra Nevada Mts., E Calif., and flowing south, then southwest to a reservoir in the extreme southern part of the San Joaquin valley. The river has Isabella Dam as its chief facility. , L., dePerezel, M., Clarke, S., Wilson, D., Childs, K.E., White, R., & Falk, G.H. (1993). Functional analysis of classroom variables for student with emotional and behavioral disorders Emotional and behavioral disorders (EBD) is a broad category which is used commonly in educational settings, to group a range of more specific perceived difficulties of children and adolescents. . Behavioral Disorders, 18, 275-291.
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New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Plenum In a building, the space between the real ceiling and the dropped ceiling, which is often used as an air duct for heating and air conditioning. It is also filled with electrical, telephone and network wires. See plenum cable. .
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Please assist in recruiting an expert or [ improve this article] yourself. See the talk page for details. and their teachers. Behavioral Disorders, 18, 265-274.
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1. denoting behavior that violates the rights of others, societal mores, or the law.
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