Kimberly P. Weber

Behavioral training for teachers in special education: the Gonzaga University program

The Gonzaga Universitys behaviorally based Department of Special Education offers an undergraduate major in special education for the completion of a Bachelor of Education degree, as well as a Master of Education in Special Education. The basic behavioral, data-based model, philosophy, and courses are outlined at both the undergraduate and graduate levels. Outcome data gathered from the programs consumers indicated high levels of student and employer satisfaction with the program, the faculty, and the curricular content. The manner in which the program is viewed as compatible with state and national accrediting bodies is discussed. Copyright

A Comparison of Copy, Cover, and Compare and a Traditional Spelling Intervention for an Adolescent with a Conduct Disorder

ABSTRACT The correlation between conduct disorder and cognitive deficits, and the relationship between spelling and school success generate the necessity for focused spelling instruction for individuals with disabilities. This article compares Traditional spelling instruction and a Copy, Cover, and Compare instruction technique for the spelling accuracy of an adolescent diagnosed with a conduct disorder. The results show that, although both spelling methods are effective in increasing spelling accuracy, the Copy, Cover, and Compare approach produces higher levels of accuracy. A significant difference between Traditional spelling instruction and Copy, Cover, Compare was shown. Generalization to novel words was not found. Further research could investigate generalization and maintenance of spelling skills using Copy, Cover, and Compare spelling.

Behavior Intervention Planning and Implementation of Positive Behavioral Support Plans An Examination of States' Adherence to Standards for Practice

To address the behavioral needs of students with disabilities in school settings, the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) requires the development and implementation of a behavior intervention plan/positive behavioral support plan (BIP/PBSP) based on positive behavioral interventions and supports (PBIS). Despite the BIP/ PBSP mandate, there are no federal guidelines in place to direct school personnel. Many states have assumed responsibility for establishing policies governing BIPs/PBSPs. This investigation examined the resources acquired or developed and disseminated by state education agencies (SEAs) in all 50 states and compared the information available in these resources with standard practice for BIP/PBSP development and PBIS practice.

The Effects of Fading, Modeling, Prompting, and Direct Instruction on Letter Legibility for Two Preschool Students with Physical and Developmental Delays

ABSTRACT The purpose of this study was to determine the effectiveness of the model, lead, and test procedure, as well as a fading procedure with prompts and Direct Instruction with two preschool developmentally delayed students. These procedures were implemented to teach a class of preschoolers to write their names in preparation for their kindergarten transition. The participants were enrolled in a special education preschool and both were referred to the program due to physical as well as academic delays. Signing their name was a daily task that the students needed to accomplish before they started the day. During baseline both students had difficulty with letter identification and formation. The results of the model, lead and test suggested that these were effective procedures. When these were faded, there was little change in both participants handwriting. The benefits of using Direct Instruction procedures and fading for preschool students with physical development delays at the preschool level were discussed.

The Effects of Motivational/Reward System and a Spelling Racetrack on Spelling Performance in General Education: A Case Report

The purpose of this study employ and evaluate the use of a spelling racetrack with a single general education student with low performance in spelling. Our participant was a 7-year-old-student having difficulty spelling words from the general education curriculum. The study was conducted in a general education classroom in a large urban school in eastern Washington. The two dependent variables were the number of correct and error words from his spelling tests each day. The effects of the spelling racetracks procedure and its addition within an ongoing motivational system in the class- room were evaluated using an ABAB single case replication design. When the spelling racetrack was being employed the participants number of correct words spelled increased while his errors declined. This was replicated each time it was in effect. We also found a statistically significant increased for correct words and a significant decline in errors. The benefits of employing a racetrack procedure that could be modified for spelling was both effective and motivating for the partici- pant are presented. The limitations of the present case report are also outlined.

The Effects of a Reinforcement Package for On-Task and Reading Behavior with At-Risk and Middle School Students with Disabilities

ABSTRACT The purpose of the present study is to evaluate the use of a reinforcement package with four middle school students who were below grade level in reading. Data were gathered, independently by two observers, for on-task behavior for the number of correct words read for a two-minute timed trial, and for book pre- and posttests. These data were gathered during Direct Instruction Corrective Reading Lessons. The participants earned points for increases in reading academic behaviors and on-task during the lesson. The effects of the reinforcement package were evaluated in an ABAB single case replication design. The overall outcomes indicate that on-task behavior improved from the low levels during both baselines and increased to high levels when the reinforcement package was in effect. Changes in reading rate were also dramatic with the largest increases found when the reinforcement package was in effect. Increases in pre- and posttest scores were noted for each of the participants. The advantages of employing consequences in conjunction with Direct Instruction reading materials and procedures were outlined. The role of enhancing academic skills of at-risk and children with disabilities was also outlined.

Identification of Competing Reinforcers for Behavior Maintained by Automatic Reinforcement

A four-phase investigation was completed to reduce aberrant behavior maintained by automatic reinforcement. During Phase 1, a brief functional analysis determined the maintaining contingencies for aberrant behavior displayed by an 11-year-old boy with autism. The results of this analysis suggested that aberrant behavior was maintained by automatic reinforcement. During Phase 2, the participant was exposed to a series of different types of sensory stimuli. Noncontingent exposure to kinesthetic stimuli was shown to decrease aberrant behavior to near zero levels. Conversely, noncontingent exposure to auditory and visual stimuli did not decrease aberrant behavior. This combination of results suggested that noncontingent access to kinesthetic stimuli competed with the reinforcing effects of aberrant behavior. We hypothesized that kinesthetic stimuli served as substitutable reinforcers to the automatic reinforcement provided by aberrant behavior. We further hypothesized that, if this is the case, kinesthetic stimuli should also contain reinforcing properties for the acquisition of a competing response topography. This hypothesis was evaluated during Phases 3 and 4 in which contingent access to kinesthetic stimuli was shown to increase a competing response topography during short- and long-term treatment.

The use of precision requests to decrease noncompliance in the home and neighborhood: A case study

ABSTRACT To decrease the noncompliance of a child with disabilities in the home and community, a precision request procedure was examined and evaluated in the home and community. Precision requests employed the following format: “Please (requested behavior).” The child was given 10 seconds to start to comply. If the child complied, praise, attention and access to her favorite toy was allowed. If she did not comply, a second command was issued: “You need to (requested behavior).” If this command were followed within 10 seconds by compliance, praise was given. If the child did not comply, she lost her stuffed toy for three minutes. The use of a precision request format was evaluated with an ABAB single subject design. The frequency of child noncompliance was recorded by parents and other child care providers during three separate times in the day (morning, afternoon, and evening). During both baseline conditions noncompliance was high. When precision requests were employed noncompliance decreased. The difference in compliance for baseline and the precision request procedure is statistically significant. Implications for employing removal of positive reinforcers and precision requests for children at home and in the community are discussed.

Use of Choice to Identify Behavioral Function Following an Inconclusive Brief Functional Analysis

In the current investigation, a concurrent operant paradigm was used with 3 young children who displayed severe problem behaviors to identify behavioral function. The children were given a series of choice options varying the availability of parent attention, access to preferred toys, and level of demand. The results showed that all children displayed differential patterns of behavior that appeared to be influenced by the presence or absence of attention and demands, suggesting a behavioral function. The results extended previous applications of reinforcer assessment procedures by using choice to identify antecedent conditions that set the occasion for problem behavior.

The Effects of Active and Violent Play Activities on Brief Functional Analysis Outcomes

In the current investigation, the effects of violent and nonviolent active play activities on the results obtained within a brief functional analysis format were evaluated. A treatment procedure for the child was also carried out. The results indicated that aberrant behavior was displayed when the child was denied access to active play activities within the tangible functional analysis condition. Thus, it appears that for this child that active play served as a primary form of tangible reinforcement.