Varying Opportunities to Respond to Improve Behavior of Elementary Students  with Developmental Disabilities

Teresa D. Bolt; Blake D. Hansen; Paul Caldarella; K. Richard Young; Leslie Williams; Howard P. Wills

Vol. 11 No. 4 (2019) IEJEE

Varying Opportunities to Respond to Improve Behavior of Elementary Students with Developmental Disabilities

Teresa D. Bolt
Blake D. Hansen
Paul Caldarella
K. Richard Young
Leslie Williams
Howard P. Wills

Published March 22, 2019 | Pages: 327-334 | Views: 497

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Abstract

This study investigated the effects of varying opportunities to respond when using a behavior management program with three elementary school students with developmental disabilities in a small group special education setting. These students exhibited both academic and behavioral difficulties. With the implementation of Class-Wide Function-Related Intervention Teams (CW-FIT) with low opportunities to respond (OTR), students increased their active engagement and correct responses, as well as decreased their disruptive behaviors. When CW-FIT with high OTR was implemented, students showed an even greater improvement than CW-FIT with low OTR. Higher rates of OTR resulted in higher levels of active engagement and correct responses and decreases in disruptive behavior for all three students. These results indicate that CW-FIT in combination with high OTR can help elementary school teachers manage students’ behavior and increase students’ correct responding when implemented in a small group special education setting.

<p>This study investigated the effects of varying opportunities to respond when using a behavior management program with three elementary school students with developmental disabilities in a small group special education setting. These students exhibited both academic and behavioral difficulties. With the implementation of Class-Wide Function-Related Intervention Teams (CW-FIT) with low opportunities to respond (OTR), students increased their active engagement and correct responses, as well as decreased their disruptive behaviors. When CW-FIT with high OTR was implemented, students showed an even greater improvement than CW-FIT with low OTR. Higher rates of OTR resulted in higher levels of active engagement and correct responses and decreases in disruptive behavior for all three students. These results indicate that CW-FIT in combination with high OTR can help elementary school teachers manage students’ behavior and increase students’ correct responding when implemented in a small group special education setting.</p>

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References

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Keywords

elementary school, special education, Behavior management

Affiliations

Teresa D. Bolt

Brigham Young University

Blake D. Hansen

Brigham Young University

Paul Caldarella

Brigham Young University

K. Richard Young

Brigham Young University

Leslie Williams

Brigham Young University

Howard P. Wills

University of Kansas

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How to Cite

Bolt, T. D., Hansen, B. D., Caldarella, P., Young, K. R., Williams, L., & Wills, H. P. (2019). Varying Opportunities to Respond to Improve Behavior of Elementary Students with Developmental Disabilities. International Electronic Journal of Elementary Education, 11(4), 327–334. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/772

Author Biography

Teresa D. Bolt

Teresa D. Bolt, M.S., is a graduate of the Special Education Masters Degree program at Brigham Young University. She has many years of experience as an elementary school special education teacher. This study was conducted as part of her masters' thesis.

Blake D. Hansen

Blake D. Hansen, Ph.D., is an Associate Professor in the Department of Counseling Psychology and Special Education at Brigham Young University. He works in the undergraduate and graduate programs in special education and behavior analysis and conducts research on classroom interventions for children with behavioral challenges
and developmental disabilities.

Paul Caldarella

Paul Caldarella, Ph.D., is Director of the Positive Behavior Support Initiative and a Professor of Counseling and Special Education at Brigham Young University. His research interests include tiered systems of support with an emphasis on prevention, assessment, and interventions for students at-risk for emotional and behavioral disorders.

K. Richard Young

K. Richard Young, Ph.D. is an emeritus professor and former dean of the David O. McKay School of Education at Brigham Young University. He has a degree in special education and has conducted research in the areas of applied behavior analysis and school-based interventions for students with emotional and behavioral disorders.

Leslie Williams

Leslie Williams, EdS, is a CW-FIT Researcher at Brigham Young University. She trains teachers on the intervention, assists with collecting and analyzing the data, and the dissemination of research in this area.

Howard P. Wills

Howard P. Wills, Ph.D., is an Associate Research Professor at The University of Kansas, Juniper Gardens Children’s Project, and holds Courtesy appointments in the Departments of Applied Behavioral Science and School Psychology. Dr. Wills has experience in areas of self-management and multi-tiered supports for which he has received extensive funding from the Department of Education.