Assessing Parent Implementation of Behavior Support Strategies and Self-Monitoring to Enhance Maintenance

2021 ◽  
pp. 109830072110421
Author(s):  
Kyleigh P. Ivory ◽  
Lee Kern
Keyword(s):  
Strategy Implementation ◽  
Multiple Baseline ◽  
Behavior Support ◽  
Self Monitoring ◽  
Choice Making ◽  
Support Strategies ◽  
High Integrity ◽  
Support Skills ◽  
Parent Implementation ◽  
Child Learning

Teaching parents to serve as interventionists for their children is a common approach to enhance child learning. Research demonstrates that parents are able to implement evidence-based interventions with high integrity; however, there is limited research indicating the extent to which parents are able to maintain skills. We taught parents of two children, age 10 and 11, to implement three positive behavior support skills: praise, choice making, and setting expectations. Using a multiple baseline across skills design, parents demonstrated criterion level use of all three skills; however, only one skill for one parent maintained. We then taught parents to self-monitor the use of skills that did not maintain. Following self-monitoring, parents demonstrated immediate increases in strategy implementation. In addition, both children demonstrated significant increases in engagement and decreases in problem behavior. Social validity results indicated high acceptability by both parents.

Assessing Teachers’ Behavior Support Skills

2017 ◽  
Vol 40 (2) ◽  
pp. 128-139 ◽  
Author(s):  
Diane Myers ◽  
George Sugai ◽  
Brandi Simonsen ◽  
Jennifer Freeman
Keyword(s):  
Teacher Preparation ◽  
Classroom Behavior ◽  
Teacher Preparation Programs ◽  
Teaching Performance ◽  
Behavior Support ◽  
Preparation Programs ◽  
Empirically Supported ◽  
Sustained Use ◽  
Support Practices ◽  
Support Skills

In this article, the authors provide an overview of empirically supported practices and techniques for monitoring and assessing teachers’ use of effective behavior support practices. They focus on how teacher preparation programs, administrators, and supervising teachers provide pre-service teachers with helpful feedback on their teaching performance. In addition, they describe a behaviorally based conceptual model for assessing teachers’ fluent and sustained use of empirically supported classroom behavior support practices and provide recommendations for enhancing the preparation of pre-service educators.

Preliminary Psychometric Properties of an Observation System to Assess Teachers’ Use of Effective Behavior Support Strategies in Preschool Classrooms

2014 ◽  
Vol 37 (2) ◽  
pp. 323-346 ◽  
Author(s):  
Rebecca K. Vujnovic ◽  
Gregory A. Fabiano ◽  
Daniel A. Waschbusch ◽  
William E. Pelham ◽  
Andrew Greiner ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Observation System ◽  
Behavior Support ◽  
Preschool Classrooms ◽  
Support Strategies ◽  
Effective Behavior

Evaluating the Situational Specificity of Relaxation in Mild Essential Hypertension

1980 ◽  
Vol 51 (2) ◽  
pp. 667-674
Author(s):  
John E. Martin ◽  
Leonard H. Epstein
Keyword(s):  
Blood Pressure ◽  
Essential Hypertension ◽  
Diastolic Blood Pressure ◽  
Systolic Pressure ◽  
Progressive Relaxation ◽  
Multiple Baseline ◽  
Self Monitoring ◽  
Situational Specificity ◽  
Blood Pressures

A multiple baseline across subject/settings design was employed to assess the specificity of the effects of progressive relaxation in two recently diagnosed, mild hypertensives. Relaxation was implemented successively across laboratory and home settings. In Subject 1, laboratory relaxation was associated with control over diastolic blood pressure, while in Subject 2, control over systolic pressure was observed. Improvements to normotensive levels were observed for both subjects, and the changes were maintained in both settings for Subject 2 at 6- and 12-mo. follow-up. Subject 1 discontinued her medications, relaxation, and self-monitoring of blood pressure, which was associated with an increase in blood pressure during treatment maintenance; however, at 6- and 12-mo. follow-up, both home and laboratory blood pressures were within normotensive range.

Self-Monitoring of Attention as a Treatment for a Learning Disabled Boy's Off-Task Behavior

1979 ◽  
Vol 2 (3) ◽  
pp. 24-32 ◽  
Author(s):  
Daniel P. Hallahan ◽  
John Lloyd ◽  
Marianne Myron Kosiewicz ◽  
James M. Kauffman ◽  
Anne W. Graves
Keyword(s):  
Response Rate ◽  
Learning Disabled ◽  
Multiple Baseline ◽  
Self Monitoring ◽  
Task Behavior ◽  
Treatment Conditions ◽  
External Reinforcement ◽  
The Subject ◽  
On Task Behavior ◽  
High Level

A 7-year, 11-month-old, learning disabled boy with attentional problems was taught to self-monitor his on- and off-task behavior by using an audiotape recorder to cue his self-recording. Using a combination of multiple baseline across responses (handwriting and math) and reversal designs, on-task behavior increased dramatically under treatment conditions for both handwriting and math. Academic response rate also increased for handwriting and, especially, math. In an attempt to “wean” the child from possible reliance on the external (tape recorder) signal to self-record, two other treatment conditions were added. The subject was first instructed to self-record without the aid of tape-recorded signals; then, self-recording was discontinued and he was simply to praise himself for being on task. Both conditions led to high levels of on-task behavior and academic output. A one-month followup for math after the experiment found a continued high level of on-task behavior. The relative efficacy of external reinforcement treatments versus more cognitively based approaches such as self-monitoring is discussed.

Effect of Self-Monitoring on Personal Hygiene Among Individuals With Developmental Disabilities Attending Postsecondary Education

2018 ◽  
Vol 42 (4) ◽  
pp. 203-213
Author(s):  
Christina M. Gushanas ◽  
Julie L. Thompson
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Education Program ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Personal Hygiene ◽  
Future Research ◽  
Body Odor ◽  
Self Monitoring ◽  
Practical Applications

Research indicates that employers rate personal hygiene as the number one barrier to employment among individuals with developmental disabilities. However, there is limited literature on improving personal hygiene in preparation for employment among individuals with developmental disabilities. Using a multiple-baseline across-participants design, this study examined the effect of self-monitoring on personal hygiene among five individuals with developmental disabilities, ages 19 to 22 years, attending a postsecondary education program. A functional relation was demonstrated between self-monitoring and reduced distracting body odor. Limitations, suggestions for future research, and practical applications are provided.

The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings

2019 ◽  
Vol 53 (4) ◽  
pp. 245-255 ◽  
Author(s):  
Emily E. Sobeck ◽  
Rachel Robertson ◽  
Jesse Smith
Keyword(s):  
Performance Feedback ◽  
Formal Education ◽  
Highly Qualified ◽  
Behavior Support ◽  
Training Time ◽  
Feedback Analysis ◽  
Didactic Instruction ◽  
Support Strategies ◽  
Inclusive Settings ◽  
And Performance

Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments design (AATD), the general and comparative effects of two prominent training approaches were assessed: didactic instruction and performance feedback. Analysis of these approaches on paraeducators’ use of positive behavior support strategies in inclusive settings revealed that with an equal amount of training time for each approach, performance feedback consistently produced stronger immediate and maintained effects than didactic instruction.

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