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Jennifer Jeffery

This study assesses the impact of a social skills program on student behavior in an elementary school cafeteria setting, aiming to reduce problem behaviors and increase positive interactions. Various interventions and training sessions are conducted to analyze effectiveness. Results highlight the importance of functional assessments and behavior support plans for behavior improvement.

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Jennifer Jeffery

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  1. Evaluation of a Cafeteria Social Skills Program in an Elementary School Implementing School-wide PBS Jennifer Jeffery

  2. Research Question(s) • Is there a functional relationship between implementation of “cafeteria social skills training” package (student instruction: active supervision) and: • Increases in level of aide positive statements, scanning and movement. • Decreases in level of student problem behavior. • Decreases in level of student social positives for problem behaviors.

  3. Jennifer Jeffery Aide Training Baseline Cafeteria Social Skills Program Teaching Session 1 Teaching Session 2 Group 1 Teaching Session 3 Proportion of Intervals with Disruptive Behavior Group 2 Group 3 Sessions Figure 5. Effect of the Cafeteria Social Skills Program on disruptive behaviors in the cafeteria.

  4. The Effectiveness of Intervention Strategies Based on Functional Behavioral Assessment. Kimberly L. Ingram, Teri Lewis-Palmer and George Sugai University of Oregon,

  5. Question of Interest • Is there a decrease in the level of problem behavior when a behavior support plan is based on behavioral function? • Conduct a functional assessment: • Plan A: Indicated by functional assessment • Plan B: Contra-indicated by functional assessment

  6. A B C B C B’ Ingram et al

  7. Function-base support by typical school behavior support teams Melissa K. BergstromUniversity of Oregon

  8. Research Questions • Is there a functional relation between implementation of function-based support by independent school teams and reduction in the level of student problem behavior? • Are the hypothesis statements developed by school teams valid? • Is function-based support in the school context feasible (i.e. acceptable, efficient, completed with integrity)?

  9. Melissa Bergstrom

  10. Effects of the Behavior Education Program on Problem Behavior in Middle School Leanne Hawken University of Oregon

  11. Leanne Hawken

  12. Using FCT to Achieve Generalized Reduction of Problem Behavior Holly Reed and Rob Horner

  13. Three Research Questions Main Research Question • Is there a functional relationship between reduction in the level of problem behavior in the secondary settings and implementation of a Trans-situational Intervention (TSI)? Additional Research Questions • Is there a functional relationship between reduction in level of problem behavior in the primary implementation setting and implementation of a TSI? • Are TSI procedures rated as efficient and socially acceptable?

  14. Critical Features of Design • Document problem behavior in primary setting during Baseline. • Document problem behavior in secondary settings with introduction of low effort intervention. • (Low Effort alone is ineffective) • Document that introduction of Intervention in primary setting is associated with: • Reduction of problem behavior in primary setting • No change in problem behavior in secondary settings • (TSI alone does not produce change in secondary settings) • Document that introduction of TSI + Low Effort is associated with reduction of problem behavior in secondary settings.

  15. Holly Reed Schindler

  16. Holly Reed Schindler

  17. Holly Reed Schindler

  18. Holly Reed Schindler

  19. The Role of Function-Based Academic and Behavior Support to Improve reading Achievement Moira K. McKenna Amanda

  20. Research Questions 1. Is there a functional relationship between function-based interventions and a reduction in level of disruptive behavior? 2. Is there a functional relationship between function-based interventions and an increase in level and trend ofacademic engagement for elementary school students who engage in problem behavior during academic instruction?

  21. Results: Problem Behavior

  22. Results: Problem Behavior

  23. Note: Phase change lines based on real time Versus Phase change lines based on length of BL Results: Problem Behavior

  24. The Second Grade Project Sarah Fairbanks & George Sugai University of Connecticut David Guardino University of Oregon Margaret Lathrop Bethel School District

  25. Study 1: Independent Variable- Check-in & Check-out Intervention • Based on Hawken & Horner’s (2003) model • Participants carried behavior cards throughout the day. • Teachers assessed points after each time block. • Points were added up at the end of the day. If participants earned a certain percentage of points (range, 70% to 90%) the whole class earned a reward (e.g., extra recess, class game). • Intervention included frequent and regular opportunities for feedback • Non-function based group intervention

  26. Class B Results Percent of Intervals Engaged in Problem Behavior Descriptive not experimental School Days

  27. Fairbanks et al., Study 2 • For students who did not respond to CICO, is there a functional relation between delivery of function-based interventions, and reduction in level of problem behavior?

  28. Study 2 Results Percent of Intervals Engaged in Problem Behavior School Days

  29. Study 2 Results Percent of Intervals Engaged in Problem Behavior School Days

  30. 1.88 .88 3.14 How many Demonstrations of Effect at how many different points in time? Do data document Experimental Control? 72%

  31. 19% decrease 28% increase BP-PBS, Scott Ross

  32. 22% decrease 21% increase BP-PBS, Scott Ross

  33. Fidelity of First Step to Success Implementation Billie Jo Rodriguez Sheldon Loman Rob Horner

  34. Research Question • The purpose of the study was to assess the impact of incorporating a specific performance feedback procedure (coach-provided feedback to teacher) within the design of FSS intervention protocols. The primary research question asked if there was a functional relation between the implementation of coach-provided performance feedback package and level of teacher fidelity in implementation of FSS. A secondary research question focused on the relation between teacher fidelity of FSS implementation and sustained reduction in level of student problem behavior.

  35. Is there a functional relation between CF and change in problem behavior? • Is there a functional relation between CF and FSS (card) fidelity?

  36. Using Function-Based Academic and Behavior Intervention to Reduce Problem Behaviors and Improve English Reading Performance for English Language Learners in Elementary Grades in Thailand Chanisa Apichatabutra

  37. Research Question • Is there a functional relationship between a function-based academic and behavior intervention that (a) is based on behavioral function, (b) employs effective literacy instruction, and (c) is matched to the learners’ culture and a decrease in level of problem behaviors during English reading class for third and fourth grade ELLs in Thailand?

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