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Efficacy Of Module-Based Functional Communication Caregiver Training For Moderate To Severe Problem Behavior, Lauren A. Phillips
Efficacy Of Module-Based Functional Communication Caregiver Training For Moderate To Severe Problem Behavior, Lauren A. Phillips
Theses & Dissertations
Intensive behavior-analytic services typically reduce behavior problems associated with autism spectrum disorder. However, there are substantial barriers to access these services, including access to behavior analysts who can conduct the training. One way to address problem behavior and barriers to services is to train caregivers to implement function-based interventions to produce sustained improvements in child behavior. We developed a computer-based module (i.e., an e-learning module) to train caregivers to implement functional communication training, a function-based intervention, with extinction and safety procedures. Caregivers conducted a functional analysis to determine the function of their child’s behavior. During baseline, caregivers responded as they …
Training Technicians To Conduct Trial-Based Functional Analyses Via Telehealth, Kacie Mcgarry
Training Technicians To Conduct Trial-Based Functional Analyses Via Telehealth, Kacie Mcgarry
Theses and Dissertations
Previous studies have supported the use of trial-based functional analysis performed by teachers in classroom settings. The purpose of this study was to determine the efficacy of training technicians to conduct trial-based functional analyses via telehealth. Telehealth-based training was effective for producing high-integrity implementation by technicians and that using Trial-Based Functional Analyses in classrooms resulted in an efficient means of conducting functional analysis in areas with limited resources.
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 …
Teacher-Child Relationships, Interactions, And Problem Behavior: A Longitudinal Analysis Examining Bi-Directional Associations, Rachel Kunemund
Teacher-Child Relationships, Interactions, And Problem Behavior: A Longitudinal Analysis Examining Bi-Directional Associations, Rachel Kunemund
Theses and Dissertations
A number of preschool children engage in consistent problem behaviors that place them at-risk for developing emotional and behavioral disorders. These problem behaviors have been associated with poorer short and long-term outcomes for young children. Teacher-child relationships (i.e. conflict and closeness) and positive interactions between teachers and children may be reciprocally associated with problem behavior (e.g. teacher-child closeness reducing problem behavior). The purpose of this study was to explore the longitudinal bi-directional relations between teacher-child relationships, teacher-child interactions, and problem behavior over a single school year. Using a cross-lagged panel model, data from a larger randomized control trial of the …