Positive Behavior Interventions
Volume 6, Number 3, Summer 2004
TABLE OF CONTENTS AND ABSTRACTS
Robert L. Koegel and Glen Dunlap
Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions.
Larry K. Irvin; Tary J. Tobin; Jeffrey R. Sprague; George Sugai; Claudia G. Vincent.
Office discipline referrals (ODRs) are widely used by school personnel to evaluate student behavior and the behavioral climate of schools. In this article, the authors report the results of a review of the relevant literature to evaluate the validity of ODR data as indices of school-wide behavioral climate, the effects of school-wide behavioral interventions, and differing behavior support needs across schools. They used Messick's unified approach to validity by focusing on examples of evidence for empirical and ethical foundations of interpretations, uses, and social consequences of ODR measures at the school-wide level The authors also discuss ongoing issues, study limitations, and related recommendations for interpretations and uses of ODR measures as school-wide indices, based on the existing literature.
A contextual assessment inventory for problem behavior: initial development.
Michelle McAtee; Edward G. Carr; Christine Schulte.
Abstract: Problem behavior is a primary barrier to successful community inclusion for people with developmental disabilities and therefore a major priority for intervention efforts. Recently, researchers and clinicians have begun to focus on the systematic assessment of a broad range of contextual variables that purportedly affect problem behavior. In the study presented in this article, the authors began developing a comprehensive, user-friendly inventory to aid primarily in the initial assessment of contextual variables and secondarily in identification of factors relevant to enhancing the reliability of contextual assessment. Forty community residence staff completed the Contextual Assessment Inventory for 20 adults with developmental disabilities. Results indicated that the CAI was efficient, comprehensive, and comprehensible. A high proportion of its items had significant test-retest reliability, but only a modest proportion had significant interrater reliability. Pragmatic reasons for lower interrater reliability are explored, and research issues pertaining to establishing the validity of contextual inventories, enhancing their reliability, and extending their use to planning interventions are discussed.
Structural analysis and intervention in a school setting: effects on problem behavior for a student with an emotional/behavioral disorder. Janine P. Stichter; Gary M. Sasso; Kristine Jolivette.
The current investigation was designed to identify--through the use of a structural analysis procedure--the most salient antecedent variables related to problem behavior. More specifically, the authors investigated the use of structural analysis procedures to identify antecedent variables within a general education setting that supported the systematic inclusion of a student with an emotional or behavioral disorder. Analog probes were done in both special education and general education settings to identify and confirm a package of antecedent variables that directly contributed to the student's behavior. A peer without disabilities acted as the assessment and intervention agent across both educational settings to further ensure that naturally occurring activities and interactions were being assessed. Results supported the use of the assessment and intervention process for identifying environmental and curricular variables that support the successful integration of the student into the general education setting. Potential implications of these findings and future research directions are discussed.
"PBS" spelled "friends". Cheryl Fisher-Polites.
As we endeavor to assist people with autism and other serious disabilities increase their capacity to function appropriately and successfully in the everyday environments of the real world, we generally focus on the skills and behaviors of the person himself. While this is important, another essential component of the process is commonly overlooked. Here is the story of what Alex's friends taught me about the "other part"
We all fit in: a program designed to promote understanding among typical children for children with disabilities.