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Full-Text Articles in Education
Hard Times And An Uncertain Future: Issues That Confront The Field Of Emotional/Behavioral Disorders, Robert A. Gable
Hard Times And An Uncertain Future: Issues That Confront The Field Of Emotional/Behavioral Disorders, Robert A. Gable
Communication Disorders & Special Education Faculty Publications
In this article, I examine challenges to better preparing teachers of students with emotional/behavioral disorders (E/BD). Foremost among these challenges is the lack of agreement regarding a conceptual framework upon which to build quality prevention/intervention practices; instead, various authorities advocate disparate approaches, not all of which have empirical support. I assert that unresolved issues surrounding translating scientific research into classroom practice further hinder efforts to apply the most efficacious intervention options, as does our failure to exert control over the infrastructure of public education and the context in which we serve students with E/BD. Finally, I offer some modest proposals …
Early Intervention With Children At Risk Of Emotional/Behavioral Disorders: A Critical Examination Of Research Methodology And Practices, Peggy P. Hester, Heather M. Baltodano, Robert A. Gable, Stephen W. Tonelson, Jo M. Hendrickson
Early Intervention With Children At Risk Of Emotional/Behavioral Disorders: A Critical Examination Of Research Methodology And Practices, Peggy P. Hester, Heather M. Baltodano, Robert A. Gable, Stephen W. Tonelson, Jo M. Hendrickson
Communication Disorders & Special Education Faculty Publications
Children's behavior problems pose challenges to families, schools, and society. The research literature argues that early detection/intervention is the most powerful course of action in ameliorating these problems in children at risk of emotional/behavioral disorders. However, specifying precisely what constitutes a quality program of early intervention is not a simple task. Current conceptualizations suggest that successful early intervention cannot be unidimensional in nature, but must consist of a complex series of interactions and transactions that synergistically serve to nurture and enhance both the development of the child and family. In this paper, we reviewed the accumulated research to learn more …
Maintaining The Integrity Of Fba-Based Interventions In Schools, Robert A. Gable, Jo M. Hendrickson, Richard Van Acker
Maintaining The Integrity Of Fba-Based Interventions In Schools, Robert A. Gable, Jo M. Hendrickson, Richard Van Acker
Communication Disorders & Special Education Faculty Publications
The best interventions and best laid plans are brought into jeopardy when they are implemented inappropriately or of insufficient duration. Six factors that affect fidelity of treatment in relationship to functional behavioral assessment (FBA) 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, and f) utilization of procedures to enhance integrity of implementation. Examples and suggestions for improving treatment fidelity in schools are offered.
Putting Quality Functional Assessment Into Practice In Schools: A Research Agenda On Behalf Of E/Bd Students, Mary M. Quinn, Robert A. Gable, Jim Fox, Robert B. Rutheford Jr., Richard Van Acker, Maureen Conroy
Putting Quality Functional Assessment Into Practice In Schools: A Research Agenda On Behalf Of E/Bd Students, Mary M. Quinn, Robert A. Gable, Jim Fox, Robert B. Rutheford Jr., Richard Van Acker, Maureen Conroy
Communication Disorders & Special Education Faculty Publications
The discipline provisions of the IDEA place emphasis on gaining an understanding of why the student is motivated to engage in problem behavior and to consider, when appropriate, positive behavioral interventions, strategies, and supports to address the behavior. These legislative mandates bring center stage a range of new duties and responsibilities for the IEP team. This article discusses the problems that school divisions across the country are encountering when implementing these requirements and recommends a course of research to address these issues.
Strategies For Maintaining Positive Behavior Change Stemming From Functional Behavioral Assessment In Schools, Robert A. Gable, Jo M. Hendrickson
Strategies For Maintaining Positive Behavior Change Stemming From Functional Behavioral Assessment In Schools, Robert A. Gable, Jo M. Hendrickson
Communication Disorders & Special Education Faculty Publications
Nationwide, schools are struggling to prepare IEP teams and other school personnel to conduct functional behavioral assessment and develop positive behavioral intervention plans and supports. While there is a growing evidence that functional behavioral assessment is effective in identifying the reason(s) behind student misbehavior, less is known about producing positive, long-term changes that are both functionally and socially relevant. Drawing upon the available research, we explore an emerging technology for promoting maintenance and generalization of behavior change. We discuss various strategies and procedures and offer recommendations to IEP teams regarding maintaining positive changes in student behavior that stem from functional …