Implementing Positive Behavior Support Within Preschool Settings: Group Functional Assessment and CW-FIT

2020 ◽  
Vol 22 (3) ◽  
pp. 167-180
Author(s):  
Dearbhaile Mahon ◽  
Ciara Gunning ◽  
Jennifer Holloway ◽  
Helena Lydon
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Problem Behavior ◽  
Visual Analysis ◽  
Training Group ◽  
Skills Training ◽  
Baseline Design ◽  
Management Interventions ◽  
Task Behavior ◽  
On Task Behavior

Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that incorporates social skills training, group contingencies, and reinforcement to address problem behavior within classrooms. This intervention has been found to be socially valid by teachers and children, and effective in increasing children’s engagement, decreasing problems/problem behavior in elementary, kindergarten, and first- and second-grade classrooms. The aim of the current study was to evaluate a modified CW-FIT as an effective strategy to address problem behavior within two community preschools in Ireland across three preschool classes with 32 children. A multiple-baseline design across groups was employed to evaluate the outcomes, with measures of generalization and maintenance (for one group) also taken. Visual analysis of data revealed an increase in the children’s on-task behavior and social skills as well as a decrease in children’s problem behavior within these settings. Generalization (across all three groups) and maintenance (across one group) of these findings for on-task behavior and problem behavior were also observed. Social validity measures showed that teachers rated the intervention as socially acceptable.

Evaluating the Effect of Positive Parent Contact on Elementary Students’ On-Task Behavior

2020 ◽  
Vol 22 (4) ◽  
pp. 234-245
Author(s):  
Sarah A. Fefer ◽  
Meme Hieneman ◽  
Caitlin Virga ◽  
Ashley Thoma ◽  
Marina Donnelly
Keyword(s):  
Classroom Behavior ◽  
Visual Analysis ◽  
Behavioral Approach ◽  
Parent Communication ◽  
Baseline Design ◽  
Teacher Student ◽  
Task Behavior ◽  
Behavioral Supports ◽  
On Task Behavior ◽  
Parent Contact

Family–school partnership has consistently been associated with positive student outcomes. Unfortunately, efforts to engage parents are often demanding, with limited planning around reinforcement needed to sustain participation. The study purpose was to evaluate a behavioral approach to enhance teacher–parent communication and improve student on-task classroom behavior. Positive Parent Contact (PPC) required teachers to recognize positive behavior of a student identified for additional behavioral supports and report positive incidents to parents through two weekly emails. A multiple-baseline design was used with five participant triads (teacher, student, and parent) from two elementary schools. Visual analysis and descriptive statistics showed increased on-task behavior based on observations conducted during challenging classroom routines. Non-overlap of all pairs’ effects ranged from .67 to .90, with a combined effect of .75 (Hedges g). Results suggest that PPC improved on-task classroom behavior, and reciprocal parent–teacher communication was enhanced. Parents and teachers reported that PPC was feasible and acceptable. Limitations and implications are discussed.

Effects of the Color Wheel System on Students With Disabilities in Inclusion Classrooms

2021 ◽  
pp. 014544552098813
Author(s):  
Kathleen B. Aspiranti
Keyword(s):  
Students With Disabilities ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Visual Analysis ◽  
Future Research ◽  
Baseline Design ◽  
Inclusion Classrooms ◽  
Color Wheel ◽  
Task Behavior ◽  
On Task Behavior

The Color Wheel System (CWS) is a class-wide, rule-based, behavior management strategy that incorporates multiple sets of classroom rules to provide specific behavioral expectations for different classroom activities. This study used the CWS within three inclusion classrooms to evaluate improvements of classroom behavior for students with disabilities. A multiple-baseline design across classrooms evaluated the effects of the CWS on on-task behavior for three students with identified disabilities in each classroom. Momentary time-sampling was used to record on-task behavior, which was operationally defined as eyes on teacher or work or following teacher instructions. Visual analysis of time-series graphs and nonoverlap of all pairs (NAP) measures suggested the CWS caused immediate, large, and sustained increases in on-task behavior for students with disabilities when data are aggregated by classroom. However, individual changes in on-task behavior were variable across students. Implications for using the CWS as part of a class-wide behavioral prevention program and directions for future research are discussed.

Implementing Positive Behavior Support in Preschools

2016 ◽  
Vol 19 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Krystine A. Jolstead ◽  
Paul Caldarella ◽  
Blake Hansen ◽  
Byran B. Korth ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
Challenging Behavior ◽  
Skills Training ◽  
Positive Behavior ◽  
Single Subject ◽  
Student Group ◽  
Teacher Praise ◽  
Task Behavior ◽  
Tier 1 ◽  
On Task Behavior

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

The effectiveness of a combination of Occupational Therapy and Social Skills Training in people with schizophrenia: A rater-blinded randomized controlled trial

2021 ◽  
pp. 030802262110229
Author(s):  
Selma Ercan Doğu ◽  
Hülya Kayıhan ◽  
Ahmet Kokurcan ◽  
Sibel Örsel
Keyword(s):  
Social Skills ◽  
Occupational Therapy ◽  
Social Participation ◽  
Social Skills Training ◽  
Clinical Symptoms ◽  
Training Group ◽  
Skills Training ◽  
Occupational Performance ◽  
The Social ◽  
Skills Training Group

Introduction This study aimed to assess the impact of a holistic combination of Occupational Therapy and Social Skills Training on occupational performance, social participation, and clinical symptoms in people with schizophrenia. Method 60 people with schizophrenia were randomly assigned to two groups. One group received standardized Social Skills Training once a week for a total of 10 sessions, while the other group received a combination of Occupational Therapy and Social Skills Training once a week for a total of 16 sessions. Results A greater increase was determined in the scores of COPM total performance/satisfaction and the Community Integration Questionnaire in the Occupational Therapy and Social Skills Training group. Furthermore, these achievements were sustained in the Occupational Therapy and Social Skills Training group compared to the Social Skills Training group at the 6-month follow-up. Conclusion The clients received the combination of Occupational Therapy and Social Skills Training showed a better improvement compared to the Social Skills Training group in terms of occupational performance, social participation, and severity of clinical symptoms. The use of Occupational Therapy in a holistic approach in psychosocial rehabilitation of people with schizophrenia can increase their functionality and social participation. Further studies are needed to assess long-term effects of Occupational Therapy in schizophrenia.

The Deception Study: A Potential Paradigm for the Evaluation of Generalizability of Social Skills Training

1985 ◽  
Vol 13 (4) ◽  
pp. 342-348
Author(s):  
Kevin Wheldall ◽  
Richard Alexander
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Educational Psychology ◽  
Social Skills Training ◽  
Skills Training ◽  
Academic Skills ◽  
Evaluation Methodology ◽  
Observed Behaviour ◽  
Per Se ◽  
Contemporary Educational Psychology

Research into social skills training has, in common with much other contemporary educational psychology practice, been beset by the problem of how best to evaluate effectiveness. Alongside the movement towards more behaviourally inclined approaches has grown a dissatisfaction with the traditional methods of evaluting effectiveness. If we recognize behaviour per se as being the appropriate level for intervention, whether in relation to academic skills teaching, classroom management, social skills training or whatever, then it follows that effectiveness can only logically be assessed in terms of measurable changes in observed behaviour. Evaluation methodology has tended to lag behind interventional methodology, however, so that it has not been uncommon to see behavioural work assessed in terms of changes in attitude and/or knowledge. On occasion evaluation is not even attempted and behaviour change is assumed to generalize outside the specific confines of the intervention situation.

The Effects of Social Skill Instruction and Self-Monitoring on Game-Related Behaviors of Adolescents with Emotional or Behavioral Disorders

1995 ◽  
Vol 20 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Rhonda J. Moore ◽  
Gwendolyn Cartledge ◽  
Kelly Heckaman
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
Skills Training ◽  
Training Model ◽  
Male Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Social Skill Instruction ◽  
And Behavior ◽  
Emotional Or Behavioral Disorders

Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.

School-Based Social Skills Training for Children With Autism Spectrum Disorder

2015 ◽  
Vol 32 (4) ◽  
pp. 256-268 ◽  
Author(s):  
Keith C. Radley ◽  
Melissa B. McHugh ◽  
Traci Taber ◽  
Allison A. Battaglia ◽  
W. Blake Ford
Keyword(s):  
Social Skills ◽  
Social Functioning ◽  
Social Engagement ◽  
Social Skills Training ◽  
Children With Autism ◽  
Skills Training ◽  
Teacher Ratings ◽  
Autism Spectrum ◽  
Sociometric Status ◽  
Baseline Design

The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed.

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

Effects of Self-Recording for On-Task and Academic Responding: A Long Term Analysis

1983 ◽  
Vol 6 (3) ◽  
pp. 5-12 ◽  
Author(s):  
T. F. McLaughlin
Keyword(s):  
Academic Performance ◽  
The Self ◽  
Long Term Effects ◽  
School Students ◽  
Behaviorally Disordered ◽  
Baseline Design ◽  
Task Behavior ◽  
On Task Behavior ◽  
Academic Responding

The purpose of the present study was to examine the immediate and long term effects of self-recording for on-task responding. Data were taken for both on-task and accuracy of performance in handwriting, spelling, and math with three behaviorally disordered elementary school students. The effects of self-recording were evaluated in a multiple-baseline design across subject-matter areas. The overall results revealed an increase in both on-task and academic performance when the students self-recorded their own on-task behavior. Only one pupil decreased his academic performance over that noted in baseline. Follow-up data taken during the first, second, and third school years yielded rates of on-task behavior over that of baseline, but not at the levels found in the self-recording condition. The practical aspects of the self-recording procedure were discussed.

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