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Using the Individualized Behavior Rating Scale Tool (IBRST) as a Self-Monitoring Tool to Improve Classroom Behavior

조광순|Dominique Martinez|Marissa Novotny
한국행동분석학회 (Korean Association for Behavior Analysis)|2022.12|행동분석ㆍ지원연구 (Journal of Behavior Analysis and Support)|제9권 제3호|pp. 127-150|DOI 10.22874/kaba.2022.9.3.127

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키워드

self-monitoring자기점검individualized behavior rating scale toolTier 2 intervention개별화행동평정척도도구IBRST2차중재

초록

Research on self-monitoring in the classroom setting has shown improvement in student behavior. Behavior rating scales can be used by teachers to monitor student progress or used by students as a self-monitoring tool. The current study examined the impact of using the Individualized Behavior Rating Scale Tool (IBRST) as a self-monitoring tool on classroom behavior in three 2nd-grade students at a high-need public elementary school implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS). A multiple baseline design across participants was used to evaluate the intervention outcomes for the three students at risk for developing severe problem behavior. Results indicated that self-monitoring with the IBRST successfully decreased disruptive behavior and increased on-task behavior in all three students during the targeted academic period. In addition, improved levels of behaviors were maintained during fading with all three students and at 1-week follow-up with two students. The results also indicated that both teachers and students had high levels of satisfaction with the procedures and outcomes of self-monitoring using the IBRST. The results of the study have meaningful implications on using self-monitoring tools such as the IBRST in the school setting where SWPBIS is implemented.

Abstract

Research on self-monitoring in the classroom setting has shown improvement in student behavior. Behavior rating scales can be used by teachers to monitor student progress or used by students as a self-monitoring tool. The current study examined the impact of using the Individualized Behavior Rating Scale Tool (IBRST) as a self-monitoring tool on classroom behavior in three 2nd-grade students at a high-need public elementary school implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS). A multiple baseline design across participants was used to evaluate the intervention outcomes for the three students at risk for developing severe problem behavior. Results indicated that self-monitoring with the IBRST successfully decreased disruptive behavior and increased on-task behavior in all three students during the targeted academic period. In addition, improved levels of behaviors were maintained during fading with all three students and at 1-week follow-up with two students. The results also indicated that both teachers and students had high levels of satisfaction with the procedures and outcomes of self-monitoring using the IBRST. The results of the study have meaningful implications on using self-monitoring tools such as the IBRST in the school setting where SWPBIS is implemented.

참고문헌 (48)

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