Determining the Effectiveness of BST and Observational Learning on Classroom Behaviors: A Case Study

Background: Disruptive student behaviors can have a negative impact on everyone in school—the students exhibiting the externalized behaviors, their peers, and their teachers; therefore, it is vital that everyone in schools assist students in learning adaptive social, emotional, and behavioral skills. Social workers are increasingly called upon to address disruptive student behaviors in the classroom, particularly with students with Autism and emotional challenges. Evidence to date supports the use of both observational learning strategies and the use of more robust behavioral approaches (i.e., Behavioral Skills Training; BST), however, the combination of the two approaches has yet to be explored. Therefore, the purpose of the present study was to test the effects of BST with observational learning on student responses to disruptive peer behaviors (i.e., off task or aggressive behaviors) in classrooms with school-aged youth with emotional challenges.

Methods: Two students (i.e., models; Conner and Chase) completed BST while their peers (i.e., observer; Mark, Chris, Reece, and Cody) sat in their desks and observed, across two classrooms. Models were trained how to respond to peers’ disruptive behaviors without engaging in any form of disruptive behaviors themselves. During training, each model was trained to ignore, walk away, and/or engage in a calming strategy when peers engaged in disruption, while observers watched. Using a concurrent multiple baseline across classrooms design, student engagement in disruptive behavior and response to peers’ disruptive behavior was observed before and after BST across classrooms.

Results: While only models directly experienced and rehearsed the targeted replacement behaviors, all students increased correct responding to instances of peer disruption following treatment (M percentage of correct responses across baseline (BL) and treatment (Tx) sessions: Conner BL=43.5%, Tx= 95%; Mark BL=56.8%, Tx= 91.4%; Chris BL= 53%, Tx= 88.3%; Chase BL=63.4%, Tx= 100%; Reece BL= 56.7%, Tx= 100%; and Cody BL= 69%, Tx=100%). Similarly, all students decreased engagement in disruption following treatment (Conner BL=13.3%, Tx= 0%; Mark BL=21.8%, Tx= 5.8%; Chris BL= 10.5%, Tx= 1.5%; Chase BL=6.8%, Tx= 0%; Reece BL= 9.1%, Tx= .8%; and Cody BL= 6.8%, Tx=0%). Effect sizes (d) for student response to peers’ disruptive behavior were large for all students (models and observers) in both classrooms: Conner (1.34), Mark (1.31), Chris (1.38), Chase (1.31), Reece (4.73), and Cody (.93).  

Conclusions and Implications: The current study demonstrates the effectiveness of using a combined interdisciplinary approach to teaching children and adolescents with special needs how to engage in pro-social behaviors. The strategies included during trainings were developed through consultation with classroom teachers and school social workers, and therefore may serve as a model for social workers interested in ‘pushing into the classroom’. While use of single subject design is limited in its generality, the current treatment approach can be beneficial to practitioners.