Evaluation of the pass system : a multi-component function-based tier 2 intervention for escape-maintained student behaviors

2015 ◽  
Author(s):  
◽  
Tracey G. Latimore
Keyword(s):  
Problem Behaviors ◽  
Student Behavior ◽  
Differential Reinforcement ◽  
Negative Reinforcement ◽  
Interrupted Time Series ◽  
Academic Failure ◽  
Time Series Regression ◽  
University Of Missouri ◽  
Pass System ◽  
Baseline Design

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Among typically developing children, escape is one of the most common functions of problem behavior. Research suggests students who engage in escape-maintained behaviors may be at a greater risk for academic failure (Chuang, 2012; McIntosh, Horner, Chard, Dickey, and Braun, 2008b; Miles and Stipek, 2006). Schools are in need of a continuum of low effort, effective strategies for students who engage in escape-maintained behaviors. One low effort, easy intervention for students who escape academic tasks is the Pass System. The Pass System is a secondary tier intervention that includes choice-making, differential reinforcement, and response cost. The Pass System enables a student to receive differential reinforcement for choosing to do their work or use a pass to only do part of the work and provides negative reinforcement for refusing to complete tasks. It allows students to escape within limits and provide continued incentive for engaging in the desired behavior. The current study investigated the effectiveness of the Pass System using a multiple baseline design across four elementary-aged students engaging in escape-maintained behaviors. Four teachers implemented the Pass System with ongoing support and consultation. Interrupted time-series regression analyses and visual analyses were used to evaluate the effects of the Pass System on student behavior. Results indicated improvements in problem behaviors, compliance, and academic engagement. The Pass System was highly favored among teachers and students. The Pass System was found to be a viable intervention for educators to use with students who engage in escape-maintained behavior.

Case Studies in the Management of Inappropriate Behaviors during Prevocational Training

AAESPH Review ◽  
1978 ◽  
Vol 3 (3) ◽  
pp. 132-144 ◽  
Author(s):  
Dennis E. Mithaug
Keyword(s):  
Case Studies ◽  
Problem Behaviors ◽  
Behavior Management ◽  
Differential Reinforcement ◽  
Negative Reinforcement ◽  
Skill Training ◽  
Management Strategies ◽  
Appropriate Behavior ◽  
Inappropriate Behaviors ◽  
Prevocational Training

This paper presents four case studies that demonstrate the use of different management strategies to decrease or eliminate the undesirable behaviors of clients in a prevocational training program. The presentations and discussions focus upon the simultaneous pursuit of skill training and behavior management rather than working towards these two objectives sequentially, e.g., first behavior management and then skill training. The rationale for this approach is that discouraging inappropriate behaviors should be accompanied by procedures that encourage appropriate ones. In the prevocational program, appropriate behavior was defined as correct responses to specific training tasks. The four cases include such problem behaviors as excessive out-of-seat and running behaviors, incessant and irrelevant verbal behavior, screaming and shrieking, excessive hysterial laughing, refusal to work, self-biting, self-pinching, violent tantruming, and noncompliance. The tactics that were employed to control, decrease, and/or eliminate these behaviors include shaping, differential reinforcement of other behaviors, ignoring, timeout, and negative reinforcement. In all cases, the management strategies were in effect while new skills were trained. The clients received positive reinforcers for appropriate task responses while being discouraged from responding inappropriately.

scholarly journals PENERAPAN PENDEKATAN BEHAVIORAL OPERANT CONDITIONING PADA PEMBELAJARAN PAI DI SMA NEGERI 3 GOWA

2018 ◽  
Vol 7 (2) ◽  
pp. 171
Author(s):  
Agustina Rahayu ◽  
Wahyuni Ismail ◽  
Saprin .
Keyword(s):  
High School ◽  
Operant Conditioning ◽  
Student Behavior ◽  
Negative Reinforcement ◽  
Lesson Plan ◽  
Secondary Data ◽  
Islamic Education ◽  
Advantages And Disadvantages ◽  
Secondary Data Sources ◽  
Conditioning Approach

This study aims to find out the application of behavioral operant conditioning approach in learning Islamic education in state high school 3 Gowa, knowing the supporting factors and inhibiting the application of behavioral operant conditioning approach in Islamic education learning in state high school 3 Gowa and to know the result of applying behavioral operant conditioning approach on Islamic education learning in state high school 3 Gowa. The type of research used is descriptive qualitative research. This thesis uses primary and secondary data sources. Methods of data collection are observation, interview and documentation. Data analysis is data reduction, display data (presentation of data) and conclusion. The results showed that the implementation of behavioral operant conditioning approach on learning Islamic education in state high school 3 Gowa has been running well because Islamic education teachers have made lesson plans, implement learning according to lesson plan and evaluate to students on each sub-subject matter that can not be separated from provision of positive and negative reinforcement, although sometimes in the implementation of learning is less in accordance with the lesson plan that has been made by teachers Islamic education. In addition, after applying the behavioral operant conditioning approach to Islamic education learning in state high school 3 Gowa teachers also gained advantages and disadvantages of behavioral operant conditioning approach. The advantages obtained are students more enthusiastic and competing in following the learning process, can change student behavior to be better and motivated students in order to learn more enterprising. While the lack of a student who feels envy to students who excel and student behavior more wins.

Intentional and incidental vocabulary acquisition through multi-component storytelling: The case of German L2 primary school students

2021 ◽  
pp. 136216882110479
Author(s):  
Anne Barwasser ◽  
Karolina Urton ◽  
Turid Knaak ◽  
Matthias Grünke
Keyword(s):  
Second Language ◽  
Primary School ◽  
Problem Behaviors ◽  
Vocabulary Acquisition ◽  
Critical Discussion ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Primary School Students ◽  
School Students ◽  
Baseline Design

The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges. Adequate vocabulary, including knowledge of additional vocabulary facts, is essential for appropriate L2 proficiency, and therefore, it is a crucial aspect of support that should be focused on. Thus, the aim of the study was to support vocabulary acquisition in students with GL2 regarding two aspects: (1) the acquisition of expressive and receptive vocabulary, and (2) the incidental acquisition of additional information regarding the vocabulary that are not explicitly focused on during intervention. To this end, the effectiveness of a multi-component method consisting of storytelling and flashcards, as well as motivational reinforcers, was examined using multiple baseline design. The intervention was carried out with nine primary school students with GL2 in three small groups three times a week for four weeks. The results indicated that the multi-component storytelling intervention was effective in increasing students’ receptive and expressive vocabulary, as well as additional vocabulary facts in just one month. The article concludes with a critical discussion of the findings and generally provides pedagogical implications for schools on how to adequately support students with GL2 in their vocabulary acquisition.

Effects of Daily and Reduced Frequency Implementation of the Good Behavior Game in Kindergarten Classrooms

2019 ◽  
Vol 44 (4) ◽  
pp. 471-495 ◽  
Author(s):  
Kamila Dadakhodjaeva ◽  
Keith C. Radley ◽  
Daniel H. Tingstrom ◽  
Brad A. Dufrene ◽  
Evan H. Dart
Keyword(s):  
Student Behavior ◽  
Age Groups ◽  
Multiple Baseline ◽  
Good Behavior Game ◽  
Frequency Data ◽  
Baseline Design ◽  
Reduced Frequency ◽  
Wide Range ◽  
Effective Group ◽  
Frequency Phase

An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully with a wide range of age groups. However, improvements in student behavior are often not observed when the GBG is abruptly terminated, and research has yet to evaluate the effects of the GBG when the frequency of implementation is reduced. The purpose of the current study was to evaluate the effect of the GBG, implemented daily initially then on a less frequent schedule. The study utilized a multiple baseline design across three kindergarten classrooms to evaluate the effectiveness and maintenance of the GBG at reducing classwide and target student disruptive behavior (DB) and increasing classwide and target student academic engagement. Reduced Frequency data were collected while withholding implementation of the GBG. The results indicate that the GBG was highly effective in improving classwide behavior, which was maintained throughout the final Reduced Frequency phase in which the GBG was reduced in frequency, and moderately effective in improving target student behavior during both phases.

scholarly journals The Use of a Decision Support System in Swedish Pharmacies to Identify Potential Drug-Related Problems—Effects of a National Intervention Focused on Reviewing Elderly Patients’ Prescriptions

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 118
Author(s):  
Tora Hammar ◽  
Lina Hellström ◽  
Lisa Ericson
Keyword(s):  
Decision Support ◽  
Decision Support System ◽  
Elderly Patients ◽  
Support System ◽  
Interrupted Time Series ◽  
Clinical Decision ◽  
Potential Drug ◽  
Drug Related Problems ◽  
Time Series Regression ◽  
Swedish Pharmacy

In pharmacies in Sweden, a clinical decision support system called Electronic Expert Support (EES) is available to analyse patients’ prescriptions for potential drug-related problems. A nationwide intervention was performed in 2018 among all Swedish pharmacy chains to increase the use of EES among patients 75 years or older. The aim of this research was to study the use of EES in connection with the national intervention in order to describe any effects of the intervention, to understand how pharmacists use EES and to identify any barriers and facilitators for the use of EES by pharmacists for elderly patients. Data on the number and categories of EES analyses, alerts, resolved alerts and active pharmacies was provided by the Swedish eHealth Agency. The effects of the intervention were analysed using interrupted time series regression. A web-based questionnaire comprising 20 questions was sent to 1500 pharmacists randomly selected from all pharmacies in Sweden. The study shows that pharmacists use and appreciate EES and that the national intervention had a clear effect during the week of the intervention and seems to have contributed to a faster increase in pharmacists’ use of EES during the year to follow. The study also identified several issues or barriers for using EES.

scholarly journals Training Petting Zoo Sheep to Act Like Petting Zoo Sheep: An Empirical Evaluation of Response-Independent Schedules and Shaping with Negative Reinforcement

Animals ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. 1122 ◽  
Author(s):  
Eduardo J. Fernandez
Keyword(s):  
Differential Reinforcement ◽  
Negative Reinforcement ◽  
Empirical Evaluation ◽  
Fixed Time ◽  
Successive Approximations ◽  
Avoidance Behaviors ◽  
Shaping Procedure ◽  
Informal Observation ◽  
Changing Criterion ◽  
Changing Criterion Design

Shaping through differential reinforcement of successive approximations to a target response has been a cornerstone procedure for the training of novel behavior. However, much of how it has traditionally been implemented occurs through informal observation, rather than any direct, systematic measurement. In the present study, we examine the use of response-independent food schedules and shaping for increasing approach and contact behaviors in petting zoo sheep. In Experiment 1, a fixed-time (FT) 15 s food schedule was used to effectively increase approach and contact behaviors in one sheep. In Experiment 2, negative reinforcement in the form of removal of the presence of a trainer was made contingent on the successful completion of approximations within a shaping procedure and later switched to food rewards. A changing-criterion design was used to empirically examine the effects of the shaping procedure during each step of the program. The result is one of the first studies to demonstrate the utility of using negative reinforcement within a shaping procedure to successfully intervene on approach/avoidance behaviors in an applied animal setting.

Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention

2019 ◽  
Vol 21 (4) ◽  
pp. 213-227 ◽  
Author(s):  
Howard P. Wills ◽  
Paul Caldarella ◽  
Benjamin A. Mason ◽  
Amanda Lappin ◽  
Darlene H. Anderson
Keyword(s):  
Middle School ◽  
Classroom Management ◽  
Student Behavior ◽  
Differential Reinforcement ◽  
Future Research ◽  
Individual Student ◽  
Single Subject ◽  
Intervention Teams ◽  
Management Intervention ◽  
Eighth Grade Students

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students’ academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed.

scholarly journals Teaching a Preschooler with ASD to Cooperate in Relinquish Reinforcers and Transition to Learning Activities During Skill-Based Treatment (SBT)

2021 ◽  
Vol 71 (2) ◽  
pp. 15-22
Author(s):  
L.L. Beznosikova ◽  
L.A. Ostrovskaya
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Individual Case ◽  
Autism Spectrum ◽  
Learning Activities ◽  
Multiple Baseline ◽  
Severe Problem ◽  
Baseline Design ◽  
Severe Problem Behavior ◽  
Learning Area

A child, 5 years and 3 months old with autism spectrum disorder (ASD) and severe problem behavior was taught to stop playing and move to the learning activities. The study demonstrates the result of 2 phases of skill-based treatment (SBT) developed by Dr. Gregory Hanley: a) relinquish reinforcement phase (CAB 1) and b) transition phase (CAB 2). This is an individual case analysis, the study was conducted in a multiple baseline design across behaviors, lasted 8 weeks, and included the measurements of problem behaviors and learned skills during each training trial. As a result of 15-hour training, the child was taught the skill of stopping the play and transition to the learning area. Learners’ responses as willingness to listen to a teacher and ready to learn have emerged. At the same time, dangerous problem behavior was reduced to zero during the transition from a preferred activity to a learning area while being instructed. Transition responses were spontaneously generalized with people who were not present in the classroom (parents, tutors) and transferred to the new conditions (home and pre-school).

The Effect of Marijuana Legalization on Jail Populations in Washington State

2020 ◽  
Vol 100 (4) ◽  
pp. 510-530
Author(s):  
Duane Stanton ◽  
Xiaohan Mei ◽  
Sohee Kim ◽  
Dale Willits ◽  
Mary Stohr ◽  
...  
Keyword(s):  
Time Series ◽  
Regression Models ◽  
Interrupted Time Series ◽  
Positive Change ◽  
Washington State ◽  
Population Trends ◽  
Time Series Regression ◽  
Marijuana Legalization

In 2012, Washington State legalized the production, sale, and possession of marijuana through Initiative 502. Advocates of legalization argued that it would decrease the jail population and reduce the disproportionate incarceration of minorities, reasoning that the police would refocus their resources on other matters. In order to evaluate this assumption, we examined jail booking data using a set of interrupted time-series regression models. Our findings indicate that jail population trends differ among counties across time and with respect to impacts on minorities and women. With regard to ethnic and racial disproportionate impact, there appears to be little positive change.

Sign in / Sign up

Export Citation Format

Share Document