Applied Behavioral Science Dissertations and Theseshttps://hdl.handle.net/1808/86582024-03-29T10:17:53Z2024-03-29T10:17:53ZThe Good Behavior Game: Maintenance and Side-Effects in PreschoolersFoley, Elizabeth A.https://hdl.handle.net/1808/313672021-03-05T16:53:01Z2019-08-31T00:00:00ZThe Good Behavior Game: Maintenance and Side-Effects in Preschoolers
Foley, Elizabeth A.
The Good Behavior Game (GBG) is an effective intervention which has been used by teachers to change a variety of behaviors, across a range of populations, and in various settings (see Tingstrom, Sterling-Turner, & Wilczynski, 2006, for a review). However, there is limited research on the intervention with preschoolers (Foley et al., 2019; Ling & Barnett, 2013; Wiskow et al., 2019, Swiezy et al., 1992), uninterrupted treatment effects when the GBG is faded or removed (Dadakhodjaeve et al, 2019; Lynch & Keenan, 2018; Ruiz-Olivares et al., 2010), and the potential side-effects associated with the GBG (Groves & Austin, 2019). Therefore, the purpose of the current study was to replicate Foley et al. (2019) by implementing the GBG with preschoolers and further evaluating whether effortful components of the GBG can be faded while maintaining treatment effects. Additionally, we conducted a systematic analysis of positive and negative peer interactions as a potential side effect of the GBG. Results of the study suggest that the GBG is an effective intervention for reducing the disruptive behavior of preschoolers. Additionally, we were able to fade several components of the GBG while maintaining treatment effects. Results of the side-effect analysis suggest that the GBG is associated with an increase in peer interactions and specific variables (i.e., the occurrence of target behavior and delivery of reward) were associated with specific types of peer interactions.
2019-08-31T00:00:00ZIncreasing Student On-Task Behavior in a Juvenile Detention Day School Through the Use of a Token Procedure Implemented by Juvenile Correctional OfficersO'Neal, Austin Mhttps://hdl.handle.net/1808/313492021-03-05T16:53:01Z2019-08-31T00:00:00ZIncreasing Student On-Task Behavior in a Juvenile Detention Day School Through the Use of a Token Procedure Implemented by Juvenile Correctional Officers
O'Neal, Austin M
Abstract Education is important for all children. This is especially true for students in detention facilities where they may receive less than optimal learning opportunities. Among many barriers to students in detention facilities receiving a quality education is the students’ lack of on-task behavior or engaging in frequent classroom disruptions (Houchins, Puckett-Patterson, Crosby, Shippen, & Jolivette, 2009). Researchers have used differential reinforcement procedures in classroom settings to increase student on-task behaviors (Heering & Wilder, 2006; Kelly & Bushell, 1987; Lo & Cartledge, 2006). Additionally, token economies have been used to improve delinquent youths’ behaviors such as academic performance and appropriate classroom behaviors (Bednar, Zelhart, Greathouse, & Weinberg, 1970; Seymour & Sanson-Fisher, 1975; Tyler, 1967; Tyler & Brown, 1968). Although token economies have often been used with delinquent youth in detention facilities, minimal research exists on teaching juvenile correctional officers (JCOs) to implement token procedures to increase appropriate youth behaviors in a detention day school. Therefore, the purpose of the current study was to evaluate the effects of a differential reinforcement of alternative behavior (DRA) token procedure, implemented by juvenile correctional officers (JCOs), on the on-task behavior of detention day school student participants. JCO participants were taught how to implement the DRA token procedure using behavioral skills training (BST). Results demonstrated that BST was effective in teaching the JCO participants how to implement the DRA token procedure and the DRA token procedure was effective in increasing the on-task behavior of detention day school student participants attending a detention day school.
2019-08-31T00:00:00ZIncreasing Staff Healthy Behavioral Practices in Programs for Adults with Intellectual and Developmental DisabilitiesKamana, Bertilde Uhttps://hdl.handle.net/1808/313472021-03-05T16:53:56Z2019-01-01T00:00:00ZIncreasing Staff Healthy Behavioral Practices in Programs for Adults with Intellectual and Developmental Disabilities
Kamana, Bertilde U
Problem behavior is common in adults with intellectual and developmental disabilities (IDD; Lowe et al., 2007). Some research has suggested that movement from institutions to community-based programs has resulted in challenges to service provision for these individuals, specifically with respect to managing problem behavior (Beadle-Brown, Mansell, & Kozma, 2007). Decades of research on training staff to provide active treatment (e.g., Parsons, Rollyson, & Reid, 2004) has suggested (a) its importance for decreasing problem behavior and increasing appropriate behavior and (b) the efficacy of empirically derived organizational behavior management procedures (e.g., behavioral skills training [BST; Parsons, Rollyson, & Reid, 2012] and on-the-job feedback [Van OOrsouw, Embregts, Bosman, & Jahoda, 2009]) for increasing important staff behaviors in programs for adults with IDD. Regardless, organizations continue to have challenges in training staff and ensuring staff compliance with these and other important skills (Harchik & Campbell, 1998). Furthermore, even though decades of research on functional behavior assessment (FBA) and function-based intervention suggest effective procedures for decreasing problem behavior (Hagopian, Dozier, Rooker, & Jones, 2013), the individualized approach of this process has its challenges. Recently, discussion papers (e.g., Ala’i-Rosales et al., 2018) and a few research studies (e.g., St. Peter & Marsteller, 2017) have suggested the potential utility of using FBA and function-based intervention literature to derive preventive approaches as a Tier I model for preventing and decreasing problem behavior. Therefore, the purpose of the current study was to create a prevention approach in which we took what is known about common functions of problem behavior and effective function-based interventions to create four healthy behavioral practices to train staff. Then, we used BST and on-the job feedback to increase staff implementation of these practices across a large number of staff and programs in a large community-based organization serving adults with IDD. Namely, we trained staff to provide frequent positive interactions, effective instructions, correct responses to problem behavior, and to promote consumer engagement with items and activities.
2019-01-01T00:00:00ZA Comparison of Interteaching and the Learning Pathway in a Community Health Undergraduate CourseSchulz, Jonathanhttps://hdl.handle.net/1808/300992021-03-05T16:54:48Z2019-05-31T00:00:00ZA Comparison of Interteaching and the Learning Pathway in a Community Health Undergraduate Course
Schulz, Jonathan
Interteaching (IT) is a teaching method based on behavior analytic techniques that uses paired discussion and student-informed clarifying lectures to teach course objectives. A number of studies suggest that IT is more effective than traditional teaching methods (i.e., lecture). However, research is needed to compare IT to other active learning strategies (i.e., strategies that foster critical thinking by engaging students in analysis, synthesis, and evaluation through discussion and active student responding). In the present study, I compared IT to an active learning strategy known as the Learning Pathway (LP) in an undergraduate community health and development course. The LP uses group work and guided self-instruction to help students address a societal issue of their choice. Results indicate that students performed slightly higher on multiple-choice quizzes during the IT condition and correctly answered more fill-in-the-blank midterm and final exam questions related to content covered in the IT condition. However, students indicated that they preferred the LP teaching method.
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