Modifying a behavior intervention plan according to classroom aides acceptability ratings: effects on treatment integrity and challenging behavior

Thomas, Benjamin R.; Lafasakis, Michael

doi:10.1080/20473869.2019.1589046

Cited by 2 publications

(1 citation statement)

References 54 publications

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“…Based on these ndings, in order to reduce the use of aversive behavioral management techniques, classroom teachers must rst reduce the intensity of the students' challenging behaviors. To reduce the intensity of challenging behaviors, proactive and preventative behavioral management techniques are used to support appropriate behaviors (Thomas & Lafasakis, 2019). Though the null hypothesis failed to be rejected due to a type II error, the results did show statistically signi cant results that should be used when planning professional developments for educators.…”

Section: Recommendations For Practicementioning

confidence: 97%

A Multiple Regression Analysis on the Relationship Among Students’ Challenging Behaviors, Teacher Training, and the Use of Aversive Behavioral Management Techniques

Mastroianni¹,

Shriner²

2023

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This study used a multiple regression analysis to determine if there was a significance between the existence and intensity of student maladaptive behaviors, number of hours of teacher trainings in proactive and preventative behavior management techniques, and the number of instances a student is exposed to aversive techniques. The general problem addressed by this study was the use of aversive behavioral management techniques when students displayed challenging behaviors in the special education classroom due to teachers’ reported feelings of being underprepared in classroom management. Aversive behavioral management techniques include restraints and seclusion practices and are to be used when a student is in imminent danger of hurting themselves or people around them. This study was inspired by the work of B. F. Skinner who theorized eliminating condition response through positive reinforcement. The purpose of this study was to determine if positive and proactive behavior management techniques can reduce maladaptive behaviors. An electronic questionnaire was sent to all special education teachers in the lower section of New York City who taught in District 75, the special education district. Teachers were asked to identify if a student with a current behavior intervention plan or behavioral management plan exhibited 38 different behaviors and the intensity of those behaviors, identify the number of proactive and preventative behavior management trainings they attended in the last two years and how often the indicated student was exposed to aversive behavioral management techniques. The results showed the number of hours of teacher training on proactive and preventative behavior interventions, and the intensity of a child’s challenging behaviors significantly predicted the number of instances aversive behavioral management techniques are used in the special education classroom. If positive and proactive teacher trainings helped to reduce the existence and intensity of maladaptive behaviors, it is believed the instances of aversive behavior management techniques would also reduce. The findings of this study will help lead a discussion on the need for teacher trainings on proactive and preventative behavior management techniques.

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Section: Recommendations For Practicementioning

confidence: 97%