Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in School Settings

Area of Science:

• Educational Psychology
• Applied Behavior Analysis

Background:

• Environmental classroom variables significantly impact student academic performance and behavior.
• Effective teaching practices and classroom management are crucial for appropriate student conduct.
• Behavior analysts often encounter referrals for individual student behavior that can be addressed through class-wide interventions.

Purpose of the Study:

• To identify key classroom variables influencing learning outcomes and student behavior.
• To guide behavior analysts in assessing baseline classroom conditions as part of functional behavior assessments (FBAs).
• To provide actionable recommendations for improving classroom environments.

Main Methods:

• Conducted a literature review to identify effective classroom practices.
• Identified four critical classroom variables: active student responding (ASR), curriculum appropriateness, feedback/reinforcement, and effective instruction/transitions.
• Developed a data-collection form for assessing baseline classroom ecology.

Main Results:

• Four specific classroom variables were identified as having a significant impact on learning and behavior.
• These variables include active student responding (ASR), curriculum appropriateness, feedback and reinforcement, and effective instructions and transitions.
• The study provides recommended targets for these variables based on research literature.

Conclusions:

• Assessing and modifying these four classroom variables can lead to improved academic performance and student behavior.
• Behavior analysts can utilize these findings to consult effectively with educators.
• Resources for interventions are suggested for situations where these practices are not implemented.