Kestner Kathryn M, Peterson Stephanie M, Eldridge Rebecca R, Peterson Lloyd D
1Department of Psychology, West Virginia University, P. O. Box 6040, Morgantown, WV 26506 USA.
2Department of Psychology, Western Michigan University, Kalamazoo, MI USA.
Behav Anal Pract. 2018 May 31;12(2):452-465. doi: 10.1007/s40617-018-0269-1. eCollection 2019 Jun.
Research has shown that environmental classroom variables affect academic performance and student behavior, and appropriate behavior is often related to the presence of effective teaching practices and classroom management (Moore Partin, Robertson, Maggin, Oliver, & Wehby , 172-178, 2010). For behavior analysts consulting in elementary education, some referrals for assessment and treatment of individual student behavior can be resolved by helping teachers establish effective class-wide practices. For this reason, some researchers suggest that behavior analysts should assess baseline classroom conditions as part of a functional behavior assessment (FBA; Anderson & St. Peter (2), 62, 2013; Sutherland & Wehby , 239-248, 2001). Through a literature review on effective classroom practices, we identified four specific classroom variables that have large effects on both learning outcomes and student behavior; we suggest consultants consider these four variables in baseline classroom assessments: (a) rates of active student responding (ASR), (b) appropriateness of the curriculum, (c) feedback and reinforcement, and (d) effective instructions and transitions. In this article, we will discuss each of these variables, describe how they can affect classroom behavior, and provide recommended targets from the research literature. We also provide a data-collection form for practitioners to use in their assessments of baseline classroom ecology, and for situations when these practices are not in place, we suggest potential resources for antecedent- and consequence-based interventions to decrease challenging classroom behavior.
研究表明，课堂环境变量会影响学业成绩和学生行为，而恰当的行为往往与有效的教学实践和课堂管理的存在有关（摩尔·帕廷、罗伯逊、马金、奥利弗和韦比，第172 - 178页，2010年）。对于在基础教育中提供咨询服务的行为分析师而言，一些针对个别学生行为评估和治疗的转介问题，可以通过帮助教师建立有效的全班通用实践来解决。因此，一些研究人员建议，行为分析师应将评估课堂基线条件作为功能性行为评估（FBA）的一部分（安德森和圣彼得（2），第62页，2013年；萨瑟兰和韦比，第239 - 248页，2001年）。通过对有效课堂实践的文献综述，我们确定了四个对学习成果和学生行为都有重大影响的特定课堂变量；我们建议咨询师在课堂基线评估中考虑这四个变量：（a）学生主动回应率（ASR），（b）课程的适宜性，（c）反馈与强化，以及（d）有效的指导和过渡。在本文中，我们将讨论每个变量，描述它们如何影响课堂行为，并提供研究文献中的推荐指标。我们还为从业者提供了一份数据收集表，供他们在评估课堂基线生态时使用，对于这些实践未落实到位的情况，我们建议了基于先行事件和后果的干预措施的潜在资源，以减少具有挑战性的课堂行为。
