A Preliminary Analysis of a Behavioral Classrooms Needs Assessment

International Electronic Journal of Elementary Education

Joseph H. CIHON¹  Justin B. LEAF²  John McEACHIN³  Ronald LEAF³  Cynthia McCRAY⁴  Carol LAMKINS⁴  Mitchell TAUBMAN⁵ 

[1] Autism Partnership Foundation & Endicott College, United States;Autism Partnership Foundation, Endicott College, United States;Autism Partnership Foundation, United States;Clark County Unified School District, United States;Endicott College, United States;

关键词: Applied behavior analysis;    Assessment;    Autism;    School;   

DOI  :  

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown