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An Evaluation Of The Individualized Behavior Rating Scale Tool (Ibrst) In Inclusive Classroom Settings, Jessica L. Moore
An Evaluation Of The Individualized Behavior Rating Scale Tool (Ibrst) In Inclusive Classroom Settings, Jessica L. Moore
USF Tampa Graduate Theses and Dissertations
One of the greatest challenges facing school staff is problem behavior in the classroom (Public Agenda, 2004). Children who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn. This study evaluated the effects of self-monitoring using the Individualized Behavior Rating Scale Tool (IBRST) on problem behavior and on-task behavior in a classroom setting using a multiple-baseline across participants design. This study also evaluated the extent to which students self-rating on the IBRST correlated with direct observation data. Results indicate that self-monitoring using the IBRST was an effective strategy for increasing on-task behavior …
An Application Of The Trial-Based Functional Analysis To Assess Problem Behavior Evoked By Ritual Interruption, Jennifer R. Weyman
An Application Of The Trial-Based Functional Analysis To Assess Problem Behavior Evoked By Ritual Interruption, Jennifer R. Weyman
USF Tampa Graduate Theses and Dissertations
Higher-order restricted and repetitive behavior includes a rigid adherence to routines and schedules or insistence on sameness or completeness. Some individuals with autism spectrum disorder engage in problem behavior when these higher-order rituals are interrupted. Modifying the trial-based functional analysis to assess problem behavior evoked by the interruption of higher-order rituals might allow therapists and teachers with limited resources to assess this function of problem behavior. In addition, it may mitigate some of the risks associated with the traditional functional analysis. Thus, the first purpose of the current study was to evaluate the use of the trial-based functional analysis to …
Implementation Of The Prevent-Teach-Reinforce Model Within Multi-Tiered Systems Of Support For Elementary School Students With Problem Behavior, Sofia Reyes
USF Tampa Graduate Theses and Dissertations
This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they engaged in teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple baseline across participants design was used to evaluate the impact of using the PTR model on student problem and replacement behaviors. Direct and indirect observations of student behaviors were conducted across target and generalization academic time periods. Findings indicate …
Some Effects Of Functional Analysis On Problem Behavior Outside Of Session, Karie S. John
Some Effects Of Functional Analysis On Problem Behavior Outside Of Session, Karie S. John
USF Tampa Graduate Theses and Dissertations
Conducting a functional analysis (FA) is the most empirically supported method of determining problem behavior, yet clinicians report various barriers to conducting FAs. A common concern associated with conducting FAs is that by reinforcing problem behavior during assessment, problem behavior may increase outside of the assessment context (Hanley, 2012). However, little research has validated this concern. In fact, behavioral contrast research suggests the opposite may be more likely. Behavioral contrast can best be described as a change in behavior in one context as a result of the rate of reinforcement of the behavior in another context (Reynolds, 1961). The purpose …