Mustian, April Leigh (2010). ProQuest LLC. Retrieved from: https://eric.ed.gov/?id=ED524073
Reviewed: December 2016
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Functional Behavioral Assessment-based Interventions.
To view more detailed information about the study findings from this review, please see Functional Behavioral Assessment-based Interventions Intervention Report (977 KB)
Characteristics of study sample as reported by study author.
| Black | 100% |
The study took place in two fifth-grade general education classrooms in an urban public elementary school in a metropolitan district in the southeastern United States. Teachers in both classrooms used a token economy system to encourage class participation and overall appropriate classroom behavior. The school population was 64% African American and 18% White, with Hispanic and other races making up the remainder. Approximately 86% of the students received free or reduced-priced lunch.
Four students were part of the study sample. The study included two 11-year-old African-American male students (Todd and Alan) who were at risk for an emotional and behavioral disorder. Two additional students were dropped partway through their functional behavioral assessments (FBAs) due to minimal instances of problem behaviors. The author reported that both students had begun taking medication during the course of the FBA, which likely explains the diminishment of their problem behaviors. These students are not included in the WWC review of this study or included in the ratings of effectiveness, as graphical analysis of their outcome data was not presented.
FBA procedures for both students included direct observations and interviews with teachers. The FBA process resulted in largely identical FBA-based interventions for both participants. A laminated schedule card was provided to each student during the intervention periods (a small group or whole class reading period). The student was trained to use the card as a reference, as well as a timed reminder system to record his behavior, leading to self-initiated breaks from the reading activity. Alan’s desk was also relocated so he was in close proximity to his teacher and farther away from peers. Todd received ten sessions of the intervention, which were 40 minutes in length. Alan received seven total sessions of the intervention, which were 30 minutes in length.
The study used a reversal-withdrawal design for both students. The baseline/withdrawal condition consisted of normal classroom practice, including encouragement and basic reminders to the whole class about on-task behavior. Students were prevented from taking breaks, as opposed to the break system used in the intervention.
Teachers received approximately 12 hours of training on FBA procedures. The training was divided into four modules. After completion of each module, teachers were required to complete that portion of the FBA with the students in the study. Once completed, the teachers worked with study personnel to craft a behavioral intervention plan for the students.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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