A preliminary analysis of a behavioral classrooms needs assessment
Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various co...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2016-12-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/165/161 |
| _version_ | 1797914259254935552 |
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| author | Justin B. Leaf Ronald Leaf Cynthia McCray Carol Lamkns Mitchell Taubman John McEachin Joseph H. Cihon |
| author_facet | Justin B. Leaf Ronald Leaf Cynthia McCray Carol Lamkns Mitchell Taubman John McEachin Joseph H. Cihon |
| author_sort | Justin B. Leaf |
| collection | DOAJ |
| description | Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In the present study we developed the Behavioral Classroom Needs Assessment as a tool to measure the quality of implementation of principles derived from ABA, teaching, and classroom set up in special education classrooms. Experiment 1 evaluated the reliability of two observers using the Behavioral Classroom Needs Assessment during 128 different observations across 68 different special education classrooms. An Intraclass Correlation Coefficient and Cronbach Alpha Analysis were utilized to determine reliability, and the results showed a high f of reliability across the 40 questions of the assessment. Experiment 2 compared the quality of intervention using the Behavioral Classroom Needs Assessment in five classrooms who received behavioral consultation and five classrooms that did not receive behavioral consultation. The results showed an improvement in the scores on the Behavioral Classroom Needs Assessment for those classrooms in which consultation occurred. |
| first_indexed | 2024-04-10T12:23:54Z |
| format | Article |
| id | doaj.art-f401e90167074f97880e61bbd5adb687 |
| institution | Directory Open Access Journal |
| issn | 1307-9298 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T12:23:54Z |
| publishDate | 2016-12-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-f401e90167074f97880e61bbd5adb6872023-02-15T16:15:19ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982016-12-0192385404A preliminary analysis of a behavioral classrooms needs assessmentJustin B. Leaf0Ronald Leaf1Cynthia McCray2Carol Lamkns3Mitchell Taubman4John McEachin5Joseph H. Cihon6Autism Partnership FoundationAutism Partnership FoundationClark County Unified School DistrictClark County Unified School DistrictAutism Partnership FoundationAutism Partnership FoundationAutism Partnership FoundationToday many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In the present study we developed the Behavioral Classroom Needs Assessment as a tool to measure the quality of implementation of principles derived from ABA, teaching, and classroom set up in special education classrooms. Experiment 1 evaluated the reliability of two observers using the Behavioral Classroom Needs Assessment during 128 different observations across 68 different special education classrooms. An Intraclass Correlation Coefficient and Cronbach Alpha Analysis were utilized to determine reliability, and the results showed a high f of reliability across the 40 questions of the assessment. Experiment 2 compared the quality of intervention using the Behavioral Classroom Needs Assessment in five classrooms who received behavioral consultation and five classrooms that did not receive behavioral consultation. The results showed an improvement in the scores on the Behavioral Classroom Needs Assessment for those classrooms in which consultation occurred.https://iejee.com/index.php/IEJEE/article/view/165/161Applied behavior analysisAssessmentAutismSchool |
| spellingShingle | Justin B. Leaf Ronald Leaf Cynthia McCray Carol Lamkns Mitchell Taubman John McEachin Joseph H. Cihon A preliminary analysis of a behavioral classrooms needs assessment International Electronic Journal of Elementary Education Applied behavior analysis Assessment Autism School |
| title | A preliminary analysis of a behavioral classrooms needs assessment |
| title_full | A preliminary analysis of a behavioral classrooms needs assessment |
| title_fullStr | A preliminary analysis of a behavioral classrooms needs assessment |
| title_full_unstemmed | A preliminary analysis of a behavioral classrooms needs assessment |
| title_short | A preliminary analysis of a behavioral classrooms needs assessment |
| title_sort | preliminary analysis of a behavioral classrooms needs assessment |
| topic | Applied behavior analysis Assessment Autism School |
| url | https://iejee.com/index.php/IEJEE/article/view/165/161 |
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