A functional analysis of the comprehensive application of behavior analysis to schooling.
This study tested the effects of a comprehensive application of behavior analysis to schooling on the total trials taught, correct student trials, and objectives achieved in a small school. The package was implemented in a school for children with multiple disabilities and included a staff training program based on a personalized system of instruction, organizational behavior management procedures for supervisors, regular assessment of teacher behaviors, and teacher assessment of all instructional trials received by the 38 children to a scripted curriculum. The design was a multiple baseline across four groups of teachers and included baseline, training, and full treatment phases over a 2-year period. The results showed educationally significant increases in trials taught, correct trials, and student objectives achieved as a function of the introduction of the package. A 3rd year of follow-up data and an analysis of the turnover of staff showed that the effects of the package were maintained and that the package had social validity.
Selinske
J E
JE
Teachers College, Columbia University, New York, New York 10027.
Greer
R D
RD
Lodhi
S
S
D000124:Achievement; D000293:Adolescent; D000328:Adult; D001521:Behavior Therapy / Q000379:methods*; D001766:Blindness / Q000534:rehabilitation*; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy*; D002675:Child, Preschool; D003638:Deafness / Q000534:rehabilitation*; D006233:Persons with Disabilities / Q000193:education*; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D012114:Residential Treatment