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...

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Bibliographic Details
Published in:International electronic journal of elementary education 2016-12, Vol.9 (2), p.385-404
Main Authors: Leaf, Justin B, Leaf, Ronald, McCray, Cynthia, Lamkins, Carol, Taubman, Mitchell, McEachin, John, Cihon, Joseph H
Format: Article
Language:English
Subjects:
Applied Behavior Analysis
Assessment
Autism
Behavior
Behavior Modification
Behavior Patterns
Classrooms
Consultants
Consultation Programs
Correlation
Developmental disabilities
Elementary Secondary Education
Experiments
Individualized Education Programs
Intervention
Learning
Needs analysis
Needs Assessment
Observation
Paraprofessionals
Pervasive Developmental Disorders
Preschool education
Program Effectiveness
Program Evaluation
Quality
Researchers
School
School districts
Special Education
Students
Studies
Teaching
Teaching Methods
Test Construction
Test Reliability
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Summary: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.
ISSN:1307-9298
1307-9298