Through amendments to the Individuals With Disabilities Education Act (IDEA), federal law mandated use of functional behavioral assessments (FBA) and positive support plans address challenging behaviors presented by students in school settings. Although these have long been considered "best practice" field applied behavior analysis, their psychologists has a much briefer history. To assist becoming better acquainted with FBA, we present this article overviews conceptual foundations...

Summary of Teacher-Led Procedures Wait-times, choral responding, and response cards increase the number studentsresponding to task stimuli following teacher questions. Consequently, these proce-dures can rate complete learning trials duringrecitation. However , each thes e procedure s has uniqu strength shortcomings .Increasing wait times may students responding; but, becausethese cognitive responses are unobservable, teachers not monitor or evaluateresponses. Respons occasio n observable...

Although educators often provide opportunities for students to engage in active academic responding, many situations, either cannot or will not respond. In the current article, we analyze reasons fail Practical procedures can use prevent can't do problems are provided. Won't conceptualized as choice behaviors. Both applied and theoretical research on behavior provides basis recommendations designed enhance probability of choosing accurate (AAA) responding. Such increase skill development...

This study investigated the interaction between topography and rates or numbers of responses occasioned by an academic intervention. An adapted alternating treatments design was used to compare effects two cover, copy, (CCC) interventions, one requiring written (WCCC) other verbal (VCCC), on multiplication performance elementary school students. Equal amounts time were allotted for interventions. Although WCCC assessment required VCCC responses, resulted in greater increases than both...

A within subjects multiple baseline design was employed to evaluate the effects of a cover, copy, and compare intervention on multiplication rates four behavior disordered students. The results indicate that is an efficient method for increasing fact fluency which requires little student training or teacher time. Opportunities respond immediate corrective feedback are discussed as variables were functionally related increased in fluency.

A modified multiple baseline across behaviors design was used to evaluate the effects of an interdependent group contingency program with randomly selected components on academic performance intact middle-school class serving five male students serious emotional disturbance (SED). During initial intervention phase, had meet a criterion (e.g., 80% or 90% average) daily spelling assignments earn reward. Mathematics and then English assignment were added in subsequent phases, target (i.e.,...

A within-subjects, across-tasks, multiple-baseline design was used to evaluate the effects of a cognitive cover, copy, and compare (C-CCC) intervention on division fact performance three elementary students in self-contained classroom for with behavioral disorders. Students were trained look at problem answer, cover say answer themselves (subvocally), uncover their subvocalizations from memory. If made an error, they instructed repeat procedure that item, until correct, before proceeding...

.Using a cross-sectional design and five Dynamic Indicators of Basic Early Literacy Skills measures, researchers tested for gender differences in reading skills 1,218 kindergarten through fifth-grade students. A series two-way repeated measures analyses variance with time year (fall, winter, spring) serving as the within-subjects variable between-subjects showed girls scored significantly higher than boys on four measures; however, these were small. First-grade students assessed three there...

The current study was designed to demonstrate how researchers could use a direct measure of functional reading skills (e.g., rates silent comprehension) empirically validate the effectiveness repeated readings intervention. A multi-element design used compare effects treatment with control condition across three secondary students diagnosed specific learning disabilities in reading. Results showed that increased factual comprehension levels and rates. No differences were found conditions on...

Using analogue conditions, previous researchers improved students' perceptions of mathematics assignments by adding and interspersing brief problems to worksheets (e.g., Logan & Skinner, 1998). In the current study, an alternating treatments design was used evaluate effects interspersal procedure on elementary student who referred a school psychologist for high rates off-task behavior during independent seatwork. Results showed that increased student's on-task levels classroom assignments....

In most educational ecologies, attention and consequences are focused on inappropriate behavior. Often students observe report peers' antisocial behavior (i.e., tattle) teachers investigate consequent punish) those behaviors. the current study, a withdrawal design was used to corollary system. Fourth-grade were trained prosocial behaviors tootle), interdependent group contingencies public posting reinforce reports. Although first intervention phase showed much variability, subsequent phases...

Generalizability (G) theory was used with a sample of 37 third-grade students to assess the variability in words correct per minute (WCPM) scores caused by student skill and pas sage variability. Reliability-like coefficients SEM based on specific number ments using different combinations passages demonstrated how manipulating probe vari ability could reduce measurement error. Results showed that 81 % variance due skill, 10% passage or variability, 9% unac counted sources coeffi cients...

A multiple-probes-across-tasks design was used to evaluate the effects of a taped-problems intervention on multiplication fact fluency 18 students from an intact general education third-grade classroom. During classwide intervention, were given lists problems and instructed attempt complete each problem before audiotape player provided correct answer. Varying time-delay procedures as intervals between answer presentations adjusted. Initially, there brief time delay answers. Delays adjusted...

Nist and Joseph (2008) have confirmed earlier research showing that adding interspersing a large number of time-consuming learning trials targeting known items (e.g., incremental rehearsal [IR] or intersperal) retards student rates (Cates et al., 2003 & Nist, 2006; Schmidgall Joseph, 2007). In addition, their current study has can improve the quality trials, amount learned per unknown-word (Burns, Dean, Foley, 2004; MacQuarrie-Klender, Tucker, Burns, Hartman, 2002). Learning Levels Versus...