Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Detailed Assessment of Incontinence, Psychologi...

volgende artikel Eye Tracking Effort Expenditure and Autonomic A...

Tip

Swipe om te navigeren naar een ander artikel

12-01-2019 | Original Paper | Uitgave 5/2019

Development and Validation of the Ability in Behavior Assessment and Interventions for Teachers Using Delphi Technique and Rasch Analysis

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 5/2019

Auteurs:: Anuradha Dutt, Marilyn Tan, Sivakumar Alagumalai, Rahul Nair

Extra’s

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Electronic supplementary material

The online version of this article (https://doi.org/10.1007/s10803-019-03887-4) contains supplementary material, which is available to authorized users.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Functional Behavior Assessment (FBA) and behavior interventions have been effective in the management of challenging behavior among children with developmental disabilities including autism spectrum disorders. Research suggests the need for valid measurement instruments for verifying, calibrating and scoring competence in FBA and behavior interventions. The validation for the Ability in Behaviour Assessment and Interventions for Teachers (ABAIT) adopted the Delphi method for developing consensus followed by the application of Rasch Measurement Model (RMM). RMM among 292 special educators reported appropriate infit (0.84–1.11), outfit (0.94–1.05), and item separation reliability (0.99), though some items reported low point-biserial correlation. The ABAIT was developed with expert consensus and was found to have a suitable fit with RMM.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Supplementary material 1 (DOCX 33 KB)

10803_2019_3887_MOESM1_ESM.docx

Alberto, P. A., & Troutman, A. C. (2013). Applied behaviour analysis for teachers (9th ed.). Upper Saddle River, NJ: Pearson Education.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. CrossRef

Bethune, K. S., & Wood, C. L. (2013). Effects of coaching on teachers’ use of function-based interventions for students with severe disabilities. Teacher Education and Special Education, 36(2), 97–114. https://doi.org/10.1177/0888406413478637. CrossRef

Blair, K. C., Fox, L., & Lentini, R. (2010). Use of positive behavior support to address the challenging behavior of young children within a community early childhood program. Topics in Early Childhood Special Education, 30(2), 68–79. https://doi.org/10.1177/0271121410372676. CrossRef

Blair, K. C., Umbreit, J., Dunlap, G., & Jung, K. (2007). Promoting inclusion and peer participation through assessment-based intervention. Topics in Early Childhood Special Education, 27, 134–147. https://doi.org/10.1177/02711214070270030401. CrossRef

Boone, W. J., & Scantlebury, K. (2006). The role of Rasch analysis when conducting science education research utilizing multiple-choice tests. Science Education, 90(2), 253–269. https://doi.org/10.1002/sce.20106. CrossRef

Borgmeier, C., Loman, S. L., Hara, M., & Rodriguez, B. J. (2015). Training school personnel to identify interventions based on functional behavioral assessment. Journal of Emotional and Behavioral Disorders, 23(2), 78–89. https://doi.org/10.1177/1063426614528244. CrossRef

Community Report on Autism. (2016). Retrieved from https://www.cdc.gov/ncbddd/autism/documents/comm-report-autism-deeper-dive.pdf.

Conroy, M. A., Asmus, J. M., & Sellers, J. A. (2005). Using an antecedent-based intervention to decrease automatically reinforced stereotypic behavior in a general education classroom: A case study. Focus on Autism and Developmental Disorders, 20, 223–230. https://doi.org/10.1177/10883576050200040401. CrossRef

Crone, D. A., Hawken, L. S., & Bergstrom, M. K. (2007). A demonstration of training, implementing, and using functional behavioral assessment in 10 elementary and middle school settings. Journal of Positive Behavior Interventions, 9(1), 15–29. https://doi.org/10.1177/10983007070090010301. CrossRef

Dukes, C., Rosenberg, H., & Brady, M. (2008). Effects of training in functional behavior assessment. International Journal of Special Education, 23(1), 163–173.

Durand, V. M., & Merges, E. (2001). Functional communication training: A contemporary behavior analytic intervention for problem behaviors. Focus on Autism and Other Developmental Disabilities, 16(2), 110–119. https://doi.org/10.1177/108835760101600207. CrossRef

Dutt, A. S., Chen, I., & Nair, R. (2016). Reliability and validity of skills and needs inventories in functional behavior assessments and interventions for school personnel. The Journal of Special Education, 49(4), 233–242. https://doi.org/10.1177/0022466915574598. CrossRef

Elsabbagh, M., Divan, G., Koh, Y. J., Kim, Y. S., Kauchali, S., Marcín, C., … Fombonne, E. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5, 160–179. https://doi.org/10.1002/aur.239.

Gable, R. A., Tonelson, S. W., & Sheth, M. (2012). Importance, usage, and preparedness to implement evidence-based practices for students with emotional disabilities: A comparison of knowledge and skills of special education and general education teachers. Education and Treatment of Children, 35(4), 499–519. CrossRef

Goodwin, C. J. (2009). Research in psychology: Methods and design. London: Wiley.

Hemmeter, M. L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35(4), 583–601.

Hepworth, L. R., & Rowe, F. J. (2018). Using Delphi methodology in the development of a new patient-reported outcome measure for stroke survivors with visual impairment. Brain and Behavior, 8(2), e00898. https://doi.org/10.1002/brb3.898. CrossRef

Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., et al. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133–144. CrossRef

Hsu, C. C., & Sandford, B. A. (2007). The Delphi technique: Making sense of consensus. Practical Assessment, Research & Evaluation, 12(10), 1–8.

Johnston, S. S., & O’Neill, R. E. (2001). Searching for effectiveness and efficiency in conducting functional assessments: A review and proposed process for teachers and other practitioners. Focus on Autism and Other Developmental Disabilities, 16(4), 205–214. https://doi.org/10.1177/108835760101600402. CrossRef

Keeves, J. P., & Alagumalai, S. (1999). New approach to measurement. In G. N. Masters & J. P. Keeves (Eds.), Advances in measurement and educational research and assessment (pp. 23–42). Oxford: Pergamon.

Kern, L., Hilt, A. M., & Gresham, F. M. (2004). An evaluation of the functional behavioral assessment process used with students with or at risk for emotional and behavioral disorders. Education and Treatment of Children, 27, 440–452.

Kurtz, P. F., Boelter, E. W., Jarmolowicz, D. P., Chin, M. D., & Hagopian, L. P. (2011). An analysis of functional communication training as an empirically supported treatment for problem behavior displayed by individuals with intellectual disabilities. Research in Developmental Disabilities, 32, 2935–2942. https://doi.org/10.1016/j.ridd.2011.05.009. CrossRef

Loman, S. L., & Horner, R. H. (2014). Examining the efficacy of a basic functional behavioral assessment training package for school personnel. Journal of Positive Behavior Interventions, 16, 18–30. https://doi.org/10.1177/1098300712470724. CrossRef

Luiselli, J. K., Bass, J. D., & Whitcomb, S. A. (2010). Teaching applied behavior analysis knowledge competencies to direct-care service providers: Outcome assessment and social validation of a training program. Behavior modification, 34, 403–414. https://doi.org/10.1177/0145445510383526. CrossRef

Mancil, G. R., & Boman, M. (2010). Functional communication training in the classroom: A guide for success. Preventing School Failure: Alternative Education for Children and Youth, 54, 238–246. https://doi.org/10.1080/10459881003745195. CrossRef

Matson, J. L., & Minshawi, N. F. (2007). Functional assessment of challenging behavior: Toward a strategy for applied settings. Research in Developmental Disabilities, 28, 353–361. https://doi.org/10.1016/j.ridd.2006.01.005. CrossRef

McCarthy, J., Hemmings, C., Kravariti, E., Dworzynski, K., Holt, G., Bouras, N., et al. (2010). Challenging behavior and co-morbid psychopathology in adults with intellectual disability and autism spectrum disorders. Research in Developmental Disabilities, 31, 362–366. https://doi.org/10.1016/j.ridd.2009.10.009. CrossRef

Mortenson, B. P., Rush, K. S., Webster, J., & Beck, T. (2008). Early career teachers accuracy in predicting behavioral functioning: A pilot study of teacher skills. International Journal of Behavioral Consultation and Therapy, 4(4), 311–318. https://doi.org/10.1037/h0100861. CrossRef

Myers, C. L., & Holland, K. L. (2000). Classroom behavioral interventions: Do teachers consider the function of the behavior? Psychology in the Schools. 37(3), 271–280. https://doi.org/10.1002/(SICI)1520-6807(200005)37:3%3C271::AID-PITS7%3E3.0.CO;2-8. CrossRef

Newcomer, L. L., & Lewis, T. J. (2004). Functional behavioral assessment: An investigation of assessment reliability and effectiveness of function-based interventions. Journal of Emotional and Behavioral Disorders, 12(3), 168–181. https://doi.org/10.1177/10634266040120030401. CrossRef

O’Brien, G., & Pearson, J. (2004). Autism and learning disability. Autism, 8, 125–140. https://doi.org/10.1177/1362361304042718. CrossRef

Peck Peterson, S. M., Caniglia, C., Jo Royster, A., Macfarlane, E., Plowman, K., Baird, S. J., et al. (2005). Blending functional communication training and choice making to improve task engagement and decrease problem behaviour. Educational Psychology, 25, 257–274. https://doi.org/10.1080/0144341042000301193. CrossRef

Pindiprolu, S. S., Peterson, S. M., & Berglof, H. (2007). School personnel’s professional development needs and skill level with functional behavior assessments in ten Midwestern states in the United States: analysis and issues. Journal of International Association of Special Education, 8, 31–42.

Powell, C. (2003). The Delphi technique: Myths and realities. Journal of Advanced Nursing, 41(4), 376–382. https://doi.org/10.1046/j.1365-2648.2003.02537.x. CrossRef

Stormont, M., Lewis, T. J., Beckner, R., & Johnson, N. W. (2008). Implementing systems of positive behaviour support systems in early childhood and elementary settings. Thousand Oaks: Corwin Press.

Tennant, A., & Conaghan, P. G. (2007). The Rasch measurement model in rheumatology: What is it and why use it? When should it be applied, and what should one look for in a Rasch paper? Arthritis & Rheumatology, 57, 1358–1362. CrossRef

Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1, 16–23. CrossRef

Tobin, T. J., & Crone, D. A. (2003). Reliability of a functional assessment knowledge test. Unpublished manuscript, University of Oregon, Eugene.

Waugh, R. F., & Chapman, E. S. (2005). An analysis of dimensionality using factor analysis (true-score theory) and Rasch measurement: What is the difference? Which method is better? Journal of Applied Measurement, 6(1), 80–99.

Westling, D. L. (2010). Teachers and challenging behavior: Knowledge, views, and practices. Remedial and Special Education, 31(1), 48–63. https://doi.org/10.1177/0741932508327466. CrossRef

Yu, C. H., Popp, S. O., DiGangi, S., & Jannasch-Pennell, A. (2007). Assessing unidimensionality: A comparison of Rasch modeling, parallel analysis, and TETRAD. Practical Assessment, Research & Evaluation, 12(14), 1–18.

Titel: Development and Validation of the Ability in Behavior Assessment and Interventions for Teachers Using Delphi Technique and Rasch Analysis
Auteurs:: Anuradha Dutt
Marilyn Tan
Sivakumar Alagumalai
Rahul Nair
Publicatiedatum: 12-01-2019
DOI: https://doi.org/10.1007/s10803-019-03887-4
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 5/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Electronic supplementary material

Publisher’s Note

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 5/2019

Design and Development for Individuals with ASD: Fostering Multidisciplinary Approaches Through Personas

Toddler Screening for Autism Spectrum Disorder: A Meta-Analysis of Diagnostic Accuracy

Sustained Community Implementation of JASPER Intervention with Toddlers with Autism

Detailed Assessment of Incontinence, Psychological Problems and Parental Stress in Children with Autism Spectrum Disorder

Public Perception of Autism Treatments: The Role of Credibility and Evidence

Temperament Similarities and Differences: A Comparison of Factor Structures from the Behavioral Style Questionnaire in Children with and Without Autism Spectrum Disorder