In the article “Effects of Training, Prompting, and Self-Monitoring on Staff Behavior in a Classroom for Students with Disabilities,” Petscher and Bailey (2006) look at what happens if you augment the staff members who support students with resources and training. Choose an ABA intervention that can be used in either a school or institutional setting and discuss how you could use these same principles to encourage the success of your intervention.
B: Discussion Topic: Case Study: Managing the Classroom Environment in Psychiatric Treatment Facility

You have been asked to consult with a classroom in a day treatment facility for children and teens who are receiving treatment for psychiatric issues. Nearly half of the students also have a learning disability diagnosis or an identified developmental delay. This week, you pick the age of the class you will be working in. After assessing the class setting, students, and teacher for need, you determine that your target behaviors include: students leaving their assigned seats during instruction time; students speaking out of turn, even if they raise their hands; students taking and playing with belongings that are not theirs; students calling each other names and arguing with each other; and teacher responding to problematic behaviors only after there is a problem between two students such as a verbal altercation.
Given the age and developmental level of the students, describe an appropriate group intervention and discuss how it will effectively address the target behaviors. How would you apply best practices when designing a group intervention for your students?
Read
The readings provide real-world examples involving the application of Applied Behavior Analysis techniques and principles in school and institutional settings. Issues surrounding the application of group interventions in these environments are explored.
Find the following articles for this unit’s reading in the Library:
Coogan, B., Kehle, T. J., Bray, M. A., & Chafouleas, S. M. (2007). Group contingencies, randomization of reinforcers, and criteria for reinforcement, self-monitoring, and peer feedback on reducing inappropriate classroom behavior. School Psychology Quarterly, 22(4), 540-556.
James P., L., Kevin, D., Scott, P., Melanie, M., Linda, V., James, M., & Pamela, L. (2003). Reducing assaults on an acute psychiatric unit using a token economy: A 2-year follow-up. Behavioral Interventions, 18(3), 179-190.
Matson, J. L., & Fodstad, J. C. (2010). Teaching social skills to developmentally delayed preschoolers. In C. E. Schaefer (Ed.), Play therapy for preschool children (pp. 301-322). Washington, D.C.: American Psychological Association.
Neufeld, D., & Wolfberg, P. (2010). From novice to expert: Guiding children on the autism spectrum in integrated play groups. In C. E. Schaefer (Ed.), Play therapy for preschool children (pp. 277-299). Washington, D.C.: American Psychological Association.
Petscher, E., & Bailey, J. S. (2006). Effects of training, prompting, and self-monitoring on staff behavior in a classroom for students with disabilities. Journal Of Applied Behavior Analysis, 39(2), 215-226.
Reddy, L. A. (2012). Group instructional and behavioral management strategies. In, Group play interventions for children: Strategies for teaching prosocial skills (pp. 35-42). Washington, D.C.: American Psychological Association.
Skinner, C. H., Skinner, A. L., & Burton, B. (2009). Applying group-oriented contingencies in the classroom. In, A. Akin-Little, S. G. Little, M. A. Bray, & T. J. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 157-170). Washington, D.C.: American Psychological Association.