Teacher Implementation of Trial-Based Functional Analysis and Differential Reinforcement of Alternative Behavior for Students with Challenging Behavior
Flynn, S.D., & Lo, Y. (2015). Teacher Implementation of Trail-Based Functional Analysis and Differential Reinforcement of Alternative Behavior for Students with Challenging Behavior. Journal of Behavioral Education, 25 (1), 1-31.
The purpose of this study was to determine the effects of a Behavioral Skills Training model (consisting of instructions, modeling, behavioral rehearsals, and performance feedback) on teachers’ reliable implementation of TBFA procedures and correct implementation of DRA for students with ASD or EBD. The secondary purpose was to evaluate the occurrences of students’ challenging behavior and alternative replacement behavior before and during teacher-implemented DRA.
The independent variable for this study was the use of Trail-Based Functional Analysis (TBFA) and Differential Reinforcement of Alternative Behavior (DRA) on the student's challenging behavior. Teachers were trained in TBFA and then implemented the methodology in their classroom with the student participants. Following this, teachers were given training in DRA. The teachers would then implement individuals DRA in their classrooms with the student participants.
There were three dependent variables in this study.
The dependent variables in the study were the teacher's procedural fidelity, the student's challenging behaviors, and student replacement behaviors following the completion of the intervention.
challenging behavior that disrupted ongoing instruction and learning of students in her classroom for participation.
The behavior that is being targeted by the researchers is "challenging behavior" by students. Some of the challenging behavior includes things like vocal outbursts and self-stimulatory behavior.