Volume 21, Issue 4, Summer 2002
Inquiry and Critical Thinking in School-Based Problem Solving
Renee Oliver, Christopher H. Skinner
Using Data-Based Decision Making to Develop and Evaluate an Intervention to Decrease Inappropriate Vocalizations and Increase Assignment Completion
The current behavioral consultation case demonstrates how functional behavioral assessment (FBA) data, basic and applied research, teacher preferences, and contextual variables contribute to the decision making process when developing classroom intervention procedures. A male, African-American, fifth-grade general education student was initially referred for his inappropriate vocalizations during
time designated for independent seatwork. FBA data suggested that this behavior was being reinforced with teacher attention. Additional data showed that he was failing to complete his assignments. An intervention was implemented where the student was given assignments one a time. He was instructed to solicit teacher attention and his next assignment after completing each assignment. Analysis of
teacher ratings for inappropriate vocalizations and assignment performance data suggest that the intervention was effective in increasing assignment completion and decreasing inappropriate verbalizations. Discussion focuses on how the various data playa role in the development and implementation of classroom intervention procedures.