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Volume 5, Number 3, Spring 2003
Volume 5, Number 3, Summer 2003
TABLE OF CONTENTS AND ABSTRACTS
Editorial
Glen Dunlap and Robert L. Koegel
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Functional Assessment and Wraparound as Systematic School
Processes: Primary, Secondary, and Tertiary Systems Examples
Terrance M. Scott and Lucille Eber
This article proposes a framework for expanding the traditional
presentation of wraparound and FBA to (a) view wraparound
and FBA as concepts that are inextricably linked at the
core of each level of the proactive systemic process of
PBS and (b) understand how wraparound and FBA are critical
features of prevention as well as intervention for creating
safer schools for all students.
Use of Functional Assessment and a Self-Management System
to Increase Academic Engagement and Work Completion
Amy Brooks, Anne W. Todd, Sheri Tofflemoyer, and Robert
H. Horner
This study investigates whether a functional relationship
exists between self-monitoring with self-recruited reinforcement
and an increase in both on-task behavior and assignmnet
completeion. The study further assesses whether self-monitoring
with self-recruited reinforcement is associated with generalization
of performance gains to untrained settings. Training in
self-management procedures included systematic instruction
of behavior and general case programming to promote generalization
of skills. An ABCAC design was used to assess the effects
of self-management procedures in the training setting, and
a multiple-baseline-across-settings design was used to assess
generalization effects. The results demonstrated that a
functional relationship existed between self-monitoring
with self-recruited reinforcement and an increase in on-task
behavior and assignment completion. Generalization of self-management
skills to novel school contexts varied. The role of self-management
procedures in promoting generalization is discussed.
Adapting the Use of Microswitches to Foster Response
Awareness and Word Association: Two Case Evaluation
Giulio E. Lancioni, Nirbay N. Singh, Mark F. O'Reilly,
Doretta Oliva, Elisa Dardanelli, and Patrizia Pirani
In this study, the use of microswitches was adapted to
foster response awareness and word association for two persons
with multiple disabilities. A microswitch activation/response
produced a spoken work indicating the consequences available
for it. Repeating that response after the word led to the
occurrence of the consequences. Repeating the specific response,
rather than emitting a different one, was considered a sign
of response awareness. Both persons learned to repeat the
appropriate responses after the words, showing signs of
response awarenss. They also showed moderate to high levels
of association of the words presented as probes (outside
of the above sequence) with the related responses. Implications
of the data and the use of this apporach in the person's
daily contexts are discussed.
Positive Behavior Support in Urban Schools: Can We Prevent
the Escalation of Antisocial Behavior?
Barry L.McCurdy, Mark C. Mannella, Norris Eldrige
Antisocial patterns of behavior are increasingly evident
among student populations across the nation. Students from
impoverished urban environments are most at risk due, in
part, to a wide variety of contextual factors occurring
in both the community and school. This article describes
a case study of a school-wide positive behavior support
model implemented in an ethnically and racially diverse
inner-city elementary school. The project brought together
school-based professionals with expert behavioral consultants
from a local behavioral healthcare agency to address the
increasing rates of student disruptive behavior. Significant
reductions were evident in both the overall level of office
discipline referrals (ODRs) as well as the most serious
offense, student assaults. Results are discussed within
the context of the larger task of preventing antisocial
behavior in urban schools.
A Comparison of Naturalistic and Analog Treatment Effects
in Children with Expressive Language Disorder and Poor Preintervention
Imitation Skills
Heather Gillum, Stephen Camarata, Keith E. Nelson, Mary
N. Camarata
The participants in this study were 4 children diagnosed
with Expressive Language Disorder (ELD) who displayed poor
imitation skills, with scores significantly below typical
levels on the Sentence Imitation subtest of the Test of
Language Development-2: Primary (TOLD-2:P; Newcomer & Hammill, 1988). The purpose of this study was to compare
the treatment effects of both naturalistic (conversational
recast) treatment and analog treatment in these participants.
The results indicate that children with poor preintervention
imitation skills required higher numbers of analog presentations
to establish production of the language structures than
was observed under the naturalistic treatment. Clinical
implications of these results are discussed.
Facilitating Social Interactions in the Community for
a Transition-Age Student with Severe Disabilities
Geri Souza and Craig H. Kennedy
We studied a strategy for facilitating social interactions
in community settings for a transition-age woman with severe
disabilities (Juanita). The intervention involved identifying
(a) a person without intellectual disabilities who frequented
the same setting as Juanita, (b) who was interested in meeting
her, and (c) scheduling mutually preferred activities for
them to interact within. Results suggest that this relatively
simple social interaction strategy may be one option for
improving social integration in community settings for transition-age
students.
FORUM
Emerging Challenges and Opportunities:
Introducing the Association for Positive Behavior Support
Tim Knoster, Jacki Anderson, Ted Carr, Glen Dunlap, Rob
Horner
Positive behavior support (PBS) is an approach to intervention
derived from social, behavioral, and biomedical science
that is applied at the individual and/or systems level to
achieve reduction in problem behavior and improved quality
of life. As the constituencies involved with PBS have grown
over time there has been an increased sense that an organization
centered on the adoption and utilization of PBS is needed
to unite these communities and assist in the promotion and
continuing development of the discipline. We announce here
the creation of The Association for Positive Behavior Support
(APBS) to meet this need. APBS is committed to a collaborative
and inclusive approach to membership and strategic networking
with a variety of natural partners in the field. This brief
article provides an introduction to APBS and an invitation
to prospective members of this new international organization.
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