Comparison of COA and QABF Informed Interventions
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| Title: | Comparison of COA and QABF Informed Interventions |
|---|---|
| Language: | English |
| Authors: | Kailee Matthews, Lane Marquardt, Hannah Keene, Sally B. Shepley, Collin Shepley |
| Source: | Education and Treatment of Children. 2024 47(3):259-269. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Resource Room Programs, Comparative Testing, Student Evaluation, Behavior Problems, Intervention, Individualized Education Programs, Student Needs, Student Motivation, Performance Based Assessment, Behavior Rating Scales, Student Behavior |
| DOI: | 10.1007/s43494-024-00134-z |
| ISSN: | 0748-8491 1934-8924 |
| Abstract: | For students exhibiting challenging behaviors that are nondangerous to others and nondisruptive to classroom activities, such as daydreaming and doodling, educators are unlikely to refer these students for more individualized and resource-intensive behavioral support. As a step towards understanding how to address these students' motivational needs better, we conducted two assessments, an indirect rating scale and a direct assessment of a child's choice-making, known as a concurrent operant analysis (COA), to identify a reinforcer for work completion for an elementary-aged student in a school resource setting. An alternating treatments design was used to compare work completion when the COA-identified reinforcer was available relative to when the indirect assessment-identified reinforcer was available. Results indicated that both interventions effectively increased work completion. Future research recommendations related to direct and indirect assessments for individualizing interventions for students engaging in interfering behaviors that are nondangerous and nondisruptive are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448632 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1448632 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1448632 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s43494-024-00134-z Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 259 Subjects: – SubjectFull: Elementary School Students Type: general – SubjectFull: Resource Room Programs Type: general – SubjectFull: Comparative Testing Type: general – SubjectFull: Student Evaluation Type: general – SubjectFull: Behavior Problems Type: general – SubjectFull: Intervention Type: general – SubjectFull: Individualized Education Programs Type: general – SubjectFull: Student Needs Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Performance Based Assessment Type: general – SubjectFull: Behavior Rating Scales Type: general – SubjectFull: Student Behavior Type: general Titles: – TitleFull: Comparison of COA and QABF Informed Interventions Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kailee Matthews – PersonEntity: Name: NameFull: Lane Marquardt – PersonEntity: Name: NameFull: Hannah Keene – PersonEntity: Name: NameFull: Sally B. Shepley – PersonEntity: Name: NameFull: Collin Shepley IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0748-8491 – Type: issn-electronic Value: 1934-8924 Numbering: – Type: volume Value: 47 – Type: issue Value: 3 Titles: – TitleFull: Education and Treatment of Children Type: main |
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