James K. Luiselli

Whole‐school positive behaviour support: effects on student discipline problems and academic performance

Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole‐school positive behaviour support on discipline problems and academic outcomes of students enrolled in an urban elementary school. The whole‐school model was designed through technical assistance consultation with teachers that emphasized: (1) improving instructional methods; (2) formulating behavioural expectations; (3) increasing classroom activity engagement; (4) reinforcing positive performance; and (5) monitoring efficacy through data‐based evaluation. As compared to a pre‐intervention phase, the whole‐school intervention was associated with decreased discipline problems (office referrals and school suspensions) over the course of several academic years. Student academic performance, as measured by standardized tests of reading and mathematics skills, improved contemporaneously with intervention. Issues related to whole‐school approaches to student discipline and the contributions of positive behaviour support are discussed.

Longitudinal Evaluation of Behavior Support Intervention in a Public Middle School

Student discipline problems are common in public schools; they interfere with instruction, create an unsafe learning environment, and demand increased attention from staff. Effective schoolwide discipline practices have been designed, but in most cases, intervention efficacy has been evaluated in the short term. This report describes a longitudinal (4-year) evaluation of a behavior support program implemented with the entire student population in a public middle school. The number of student detentions issued for disruptive—antisocial behaviors, vandalism, and substance use decreased progressively during each academic year. In addition, student attendance increased each year, as well as the proportion of students earning positive reinforcement. Although it represents a nonexperimental analysis, this evaluation documents protracted effects from a schoolwide behavioral intervention and suggests that long-term maintenance from such intervention can be achieved.

Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary school.

Previous research suggests that performance feedback improves treatment integrity. This study compared the effects of verbal performance feedback and verbal plus graphic performance feedback on implementation of a student-specific behavior support plan (BSP) by members of a second-grade teaching team at a public elementary school. A consultant to the school delivered feedback following regularly scheduled classroom observations. Results indicated that combining verbal and graphic performance feedback was more effective than verbal performance feedback alone in improving treatment integrity. Informal data collected on student performance also suggested that appropriate behavior increased with better implementation of the BSP. Clinical and research issues are discussed.

Social Skills Intervention for Children with Autism during Interactive Play at a Public Elementary School

We evaluated a social skills intervention with four children who had autism during interactive play with typical peers at a public elementary school. Paraprofessional staff (classroom assistants) used preteaching, rewards, and prompting to increase social initiations by the children toward peers. The children’s social responses to peer initiations also were measured and rewarded. Intervention was introduced in a multiple baseline design and produced increases in social interactions between the children and peers. The application of social skills training in naturalistic settings and topics for future research are discussed.

BEHAVIORAL COACHING TO IMPROVE OFFENSIVE LINE PASS- BLOCKING SKILLS OF HIGH SCHOOL FOOTBALL ATHLETES

We evaluated several behavioral coaching procedures for improving offensive line pass-blocking skills with 5 high school varsity football players. Pass blocking was measured during practice drills and games, and our intervention included descriptive feedback with and without video feedback and teaching with acoustical guidance (TAG). Intervention components and pass blocking were evaluated in a multiple baseline design, which showed that video feedback and TAG were the most effective procedures. For all players, improved pass blocking matched a standard derived by observing more experienced linemen and was evident in games. Additional intervention was required to maintain pass-blocking proficiency. Issues pertinent to behavioral coaching and sport psychology research are discussed.

Training Instructional Skills With Paraprofessional Service Providers at a Community-Based Habilitation Setting:

The present study evaluates a training program with paraprofessional service providers at a community-based habilitation setting. Four staff were taught to implement alternative and augmentative communication instruction with an adult who had autism and mental retardation through a combination of instruction, demonstration, behavior rehearsal, and performance feedback. Training was conducted under natural conditions at the adults group home residence. Three of the four staff were able to maintain near-100% instructional accuracy following initial training. The results add to the limited research literature concerning community-based training of direct-care personnel.

The elimination of a child's in-class masturbation by overcorrection and reinforcement.

Abstract An eight-year-old mentally retarded, behaviorally disturbed child, attending a public-school based day treatment program, frequently masturbated during pre-academic instructional sessions. Attempts at modifying the masturbation through the reinforcement of incompatible behaviors were unsuccessful. When the child was required to “practice” a series of overcorrection responses contingent upon masturbation, a rapid suppression of the behavior was produced. All masturbation was eliminated after eight days of overcorrection treatment. At one-month, six-month, and twelve-month follow-ups, the behavior remained absent.

Teaching Applied Behavior Analysis Knowledge Competencies to Direct-Care Service Providers: Outcome Assessment and Social Validation of a Training Program

Staff training is a critical performance improvement objective within behavioral health care organizations. This study evaluated a systematic training program for teaching applied behavior analysis knowledge competencies to newly hired direct-care employees at a day and residential habilitation services agency for adults with intellectual and developmental disabilities. Three content areas—measurement, behavior support, and skill acquisition—were trained in a group format using Powerpoint® presentations that featured didactic instruction, practice exercises, and video demonstrations. The employees completed an assessment of knowledge test before and after training in each content area. Across five training groups, the average correct posttraining test scores were consistently higher than pretraining test scores. A social validity assessment revealed that the employees judged the training program favorably along several dimensions. Issues pertaining to staff training and performance improvement initiatives are discussed.

Treatment of an autistic child's fear of riding a school bus through exposure and reinforcement

Abstract A program to treat an austistic childs fear of riding a school bus is described. Treatment consisted of reinforcing the child for spending short periods of time on the bus while it was parked adjacent to the school, and subsequently, for riding the entire route from home to school. During early stages of the program the childs mother was present to provide reinforcement. After a total of nine treatment days the child was capable of independently riding on the bus, to and from school. From completion of the program through a one year follow-up, independent bus-riding in the absence of fear was maintained.

Combining sensory reinforcement and texture fading procedures to overcome chronic food refusal

Previous research has demonstrated behavioral programs to be effective in treating children with selective food preferences. However, there are few examples of interventions for the child displaying almost total food refusal. The present program combined sensory reinforcement and texture fading procedures to treat a 4-year-old deaf, visually impaired child who only consumed milk and, occasionally, pureed baby food. Sensory reinforcement consisted of the contingent presentation of light and rocking motion following consummatory responses. Texture fading entailed gradually increasing food composition. Results indicated that treatment was associated with substantial increases in the consumption of solid foods. Effects were maintained following the withdrawal of sensory reinforcement and with meals presented outside of the original treatment settings. Various features of the program are highlighted and discussed.