Debra Kamps - Academia.edu (original) (raw)

Papers by Debra Kamps

Research paper thumbnail of The behavior analyst's role in facilitating interventions in general education settings

Journal of Behavioral Education, 1997

A recent challenge in public school systems has been to increase the amount of time students with... more A recent challenge in public school systems has been to increase the amount of time students with disabilities spend with nondisabled, "typical" peers. A host of eloquent discussions have provided a foundation and logical reasons to accept this challenge; for example, social deficits of special education students, the lack of appropriate age models, and limited generalization of skills and/or successful transition for persons graduating from segregated, special education programs. What does this mean for applied behavior analysis as a consultant model? Our role is to train and assist general and special education teachers to meet the individualized needs of students while still promoting acceptable participation in the mainstream of school settings (i.e., large and small peer groups). Specifically, this means that teams of professionals (teachers, consultants, psychologists, etc.) must (a) assess the strengths and weaknesses of individuals and groups of students, (b) identify effective and ineffective classroom practices towards meeting those needs, (c) maintain or enhance "working programs" while selecting research-based interventions to address problem areas, (d) reliably and effectively implement selected intervention programs, and (e) conduct ongoing evaluations to determine program effects and necessary revisions. These steps fit a behavior-analytic approach to education, one stressing researched-based practices and accountability for results (i.e., student performance and outcomes). The following narrative elaborates on points related to the use of applied behavior analysis as a foundation for consultation in general education settings.

Research paper thumbnail of Emergent Literacy and Social Behaviors in Students With Autism Spectrum Disorder

Research paper thumbnail of Replication Study of the First Step to Success Early Intervention Program

Behavorial Disorders

This article describes a replication of the "First Step to Success" program (Walker, St... more This article describes a replication of the "First Step to Success" program (Walker, Stiller, Severson, & Golly, 1998) with at-risk students in the first and second grade to determine program effectiveness in decreasing inappropriate behaviors and increasing academic engagement time. This expands the "First Step to Success" program to (1) serve slightly older students than those in the earlier kindergarten studies; (2) assess implementation effects across a full school day rather than half-day periods; and (3) determine effects when used in conjunction with individualized, across-the-day, contingency reinforcement systems. A multiple-baseline design was used to study the effects of the "First Step to Success" early intervention program. Three students and their parent(s) and teachers participated in the study. Direct observation measures showed dramatic improvements in academic engagement time and decreases in disruptive behavior. Findings across studen...

Research paper thumbnail of The Future of Functional Behavioral Assessment in School Settings

Behavorial Disorders

Although FBA has been a familiar term to those in special education for over 30 years, its formal... more Although FBA has been a familiar term to those in special education for over 30 years, its formal inclusion into IDEA is relatively recent. Currently, agreement as to the nature, context, and application of the FBA process is, at best, confusing and, at worst, inadequate to direct elective practice in schools. An analysis of the issues that define FBA as an evidence-based practice in special education lead to the conclusion that function, efficiency, and context are keys to effective implementation of FBA as a school-based practice. Also included is an introduction to the articles in this special issue that serve to clarify future direction in addressing these issues.

Research paper thumbnail of A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students' Class-Work and Active Engagement

Remedial and special education : RASE

The purpose of the present study is to show that an independent group contingency (GC) combined w... more The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students' reading logs and overall classroom and individual student academic engagement.

Research paper thumbnail of The Good Student GameBehavior Management for Diverse Classrooms

Intervention School Clinic, 2000

Teachers define target behaviors they a ould like to see improved and determine w hen target beha... more Teachers define target behaviors they a ould like to see improved and determine w hen target behaviors are most problematic. Criterion is set for winning the game and reinforcers are established.

Research paper thumbnail of Cross-Age Tutoring

Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Volume 1: Adult Clinical Applications Volume 2: Child Clinical Applications Volume 3: Educational Applications, 2005

Research paper thumbnail of Increasing Academic Skills of Students with Autism Using Fifth Grade Peers as Tutors

Education and Treatment of Children

Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading fo... more Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase academic behaviors of autistic students through tutoring activities. (Author/JDD)

Research paper thumbnail of Brief report: increasing communication skills for an elementary-aged student with autism using the Picture Exchange Communication System

Journal of autism and developmental disorders, 2002

The purpose of this study was to examine the effects of the Picture Exchange Communication System... more The purpose of this study was to examine the effects of the Picture Exchange Communication System (PECS) on the spontaneous communication skills of a 6-year-old girl with autism across her home and school environments. The effects of the PECS were also examined for social interaction. Results indicated increases in spontaneous language (i.e., requests and comments) including use of the icons and verbalizations across those settings in which PECS was implemented. Intelligible verbalizations increased in two of three settings, and changes in peer social interaction were noted in one of the two school settings.

Research paper thumbnail of Social communication effects of peer-mediated recess intervention for children with autism

Research in Autism Spectrum Disorders, 2014

Children with ASD face enormous challenges in the area of social functioning. Research has shown ... more Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6-8). Elements of Peer Networks and Pivotal Response Training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses.

Research paper thumbnail of Peer Mediation and Monitoring Strategies to Improve Initiations and Social Skills for Students with Autism

Journal of Positive Behavior Interventions, 2001

Abstract: Four students with autism and a group of nondisabled peers were taught to use and monit... more Abstract: Four students with autism and a group of nondisabled peers were taught to use and monitor social skills while playing games to increase initiations and social interaction skills. Social skills targeted for training included requesting, commenting, and sharing. A multiple ...

Research paper thumbnail of The Utilization and Effects of Positive Behavior Support Strategies on an Urban School Playground

Journal of Positive Behavior Interventions, 2008

... The playground did not have adequate space for games that require a great deal of physicalmov... more ... The playground did not have adequate space for games that require a great deal of physicalmovement such as tag or football, as the play-ground ... Although the student demographic makeup was similar to that of other urban schools in the area, the playground was uniquely ...

Research paper thumbnail of Prevention Strategies for At-Risk Students and Students with EBD in Urban Elementary Schools

Journal of Emotional and Behavioral Disorders, 1999

... DEBRA KAMPS, TAMMY KRAVITS, JULIE STOLZE, AND BRENDA SWAGGART ... t demic, behavioral, and so... more ... DEBRA KAMPS, TAMMY KRAVITS, JULIE STOLZE, AND BRENDA SWAGGART ... t demic, behavioral, and social fail-ures for children in urban schools have been well documented (eg, Coie, 1994; Greenwood, 1991; Kazdin, Ma-zurick, & Bass, 1993; Walker, Steiber, Ramsey, & ...

Research paper thumbnail of Prereferral Intervention For Students With Emotional Or Behavioral Risks: Use Of A Behavioral Consultation Model

Journal of Emotional and Behavioral Disorders, 1993

... MARY BETH NOLL, DEBRA KAMPS, AND CARLEEN F. SEABORN ... and pupil, with a focus on antecedent... more ... MARY BETH NOLL, DEBRA KAMPS, AND CARLEEN F. SEABORN ... and pupil, with a focus on antecedents and consequences of be-havior in naturalistic settings in order to identify variables influencing the problem behavior (Fuchs, Fuchs, Bahr, Fernstrom, & Stecker, 1990). ...

Research paper thumbnail of Academic and environmental effects of small group arrangements in classrooms for students with autism and other developmental disabilities

Journal of Autism and Developmental Disorders, 1992

The use of small group instructional formats with children who have autism and developmental disa... more The use of small group instructional formats with children who have autism and developmental disabilities has received mixed results in the research literature (ReM & FaveU, 1984). The purpose of the two studies reported herein was to address this controversy by comparing the performance of students in one-to-one instruction to those transitioned to small groups for a variety of teachers, students, settings, and under different training circumstances. In the first study, 41 students, ranging in age from 5 to 21 years old, from six classrooms, participated; and 25 students from six classrooms participated in the second study. Measures of environmental effects included academic gains via pre-and posttests, on-task and self-stimulatory behavior levels, correct respond-ing~ and frequencies of teacher behaviors during both one-to-one and small group formats. Results of both experiments indicated that students were able to successfully transition to small group formats across several curriculum areas including language, math, readiness, and shopph~g. Further, experienced teachers and administrators were able to train a second group of staff to use the small group procedures effectively. The successful application for this number of students and teachers within natural learning environments is unprecedented

Research paper thumbnail of Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers

Journal of Applied Behavior Analysis, 1994

A multiple baseline design across subjects with a reversal was used to examine the effects of cla... more A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance.

Research paper thumbnail of The Good Student Game: Behavior Management for Diverse Classrooms

Intervention in School and Clinic, 2000

Teachers define target behaviors they a ould like to see improved and determine w hen target beha... more Teachers define target behaviors they a ould like to see improved and determine w hen target behaviors are most problematic. Criterion is set for winning the game and reinforcers are established.

Research paper thumbnail of Peer Mediation Approaches for Children and Youth with Autism and Developmental Disabilities: An Introduction to the Special Series

Focus on Autism and Other Developmental Disabilities, 1997

Research paper thumbnail of Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings

Focus on Autism and Other Developmental Disabilities, 2011

Research paper thumbnail of Teacher and Peer Participation in Functional Analysis and Intervention for a First Grade Student with Attention Deficit Hyperactivity Disorder

Education and Treatment of Children, 2009

ABSTRACT This study evaluated the current trend in functional analysis literature toward conducti... more ABSTRACT This study evaluated the current trend in functional analysis literature toward conducting the analysis in the classroom with teachers and peers. Procedures included a functional behavioral interview with the teacher, a descriptive observation, teacher training on the functional analysis procedures, a functional analysis, and implementing a socially valid and function-based classroom intervention. Functional analysis measures included the percentage of partial intervals in which the target behaviors (inappropriate vocalizations and disruptions) occurred as well as condition integrity for both the teacher and the peers. Classroom intervention measures included the rate of target behaviors and three descriptive variables: teacher and peer contingent attention to target behaviors and teacher praise. The results showed the function-based intervention effectively reduced the rate of target behaviors from baseline. The results also suggested general education teachers and peers are capable of participating in the functional analysis within the natural schedule of the classroom.

Research paper thumbnail of The behavior analyst's role in facilitating interventions in general education settings

Journal of Behavioral Education, 1997

A recent challenge in public school systems has been to increase the amount of time students with... more A recent challenge in public school systems has been to increase the amount of time students with disabilities spend with nondisabled, "typical" peers. A host of eloquent discussions have provided a foundation and logical reasons to accept this challenge; for example, social deficits of special education students, the lack of appropriate age models, and limited generalization of skills and/or successful transition for persons graduating from segregated, special education programs. What does this mean for applied behavior analysis as a consultant model? Our role is to train and assist general and special education teachers to meet the individualized needs of students while still promoting acceptable participation in the mainstream of school settings (i.e., large and small peer groups). Specifically, this means that teams of professionals (teachers, consultants, psychologists, etc.) must (a) assess the strengths and weaknesses of individuals and groups of students, (b) identify effective and ineffective classroom practices towards meeting those needs, (c) maintain or enhance "working programs" while selecting research-based interventions to address problem areas, (d) reliably and effectively implement selected intervention programs, and (e) conduct ongoing evaluations to determine program effects and necessary revisions. These steps fit a behavior-analytic approach to education, one stressing researched-based practices and accountability for results (i.e., student performance and outcomes). The following narrative elaborates on points related to the use of applied behavior analysis as a foundation for consultation in general education settings.

Research paper thumbnail of Emergent Literacy and Social Behaviors in Students With Autism Spectrum Disorder

Research paper thumbnail of Replication Study of the First Step to Success Early Intervention Program

Behavorial Disorders

This article describes a replication of the "First Step to Success" program (Walker, St... more This article describes a replication of the "First Step to Success" program (Walker, Stiller, Severson, & Golly, 1998) with at-risk students in the first and second grade to determine program effectiveness in decreasing inappropriate behaviors and increasing academic engagement time. This expands the "First Step to Success" program to (1) serve slightly older students than those in the earlier kindergarten studies; (2) assess implementation effects across a full school day rather than half-day periods; and (3) determine effects when used in conjunction with individualized, across-the-day, contingency reinforcement systems. A multiple-baseline design was used to study the effects of the "First Step to Success" early intervention program. Three students and their parent(s) and teachers participated in the study. Direct observation measures showed dramatic improvements in academic engagement time and decreases in disruptive behavior. Findings across studen...

Research paper thumbnail of The Future of Functional Behavioral Assessment in School Settings

Behavorial Disorders

Although FBA has been a familiar term to those in special education for over 30 years, its formal... more Although FBA has been a familiar term to those in special education for over 30 years, its formal inclusion into IDEA is relatively recent. Currently, agreement as to the nature, context, and application of the FBA process is, at best, confusing and, at worst, inadequate to direct elective practice in schools. An analysis of the issues that define FBA as an evidence-based practice in special education lead to the conclusion that function, efficiency, and context are keys to effective implementation of FBA as a school-based practice. Also included is an introduction to the articles in this special issue that serve to clarify future direction in addressing these issues.

Research paper thumbnail of A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students' Class-Work and Active Engagement

Remedial and special education : RASE

The purpose of the present study is to show that an independent group contingency (GC) combined w... more The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students' reading logs and overall classroom and individual student academic engagement.

Research paper thumbnail of The Good Student GameBehavior Management for Diverse Classrooms

Intervention School Clinic, 2000

Teachers define target behaviors they a ould like to see improved and determine w hen target beha... more Teachers define target behaviors they a ould like to see improved and determine w hen target behaviors are most problematic. Criterion is set for winning the game and reinforcers are established.

Research paper thumbnail of Cross-Age Tutoring

Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Volume 1: Adult Clinical Applications Volume 2: Child Clinical Applications Volume 3: Educational Applications, 2005

Research paper thumbnail of Increasing Academic Skills of Students with Autism Using Fifth Grade Peers as Tutors

Education and Treatment of Children

Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading fo... more Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase academic behaviors of autistic students through tutoring activities. (Author/JDD)

Research paper thumbnail of Brief report: increasing communication skills for an elementary-aged student with autism using the Picture Exchange Communication System

Journal of autism and developmental disorders, 2002

The purpose of this study was to examine the effects of the Picture Exchange Communication System... more The purpose of this study was to examine the effects of the Picture Exchange Communication System (PECS) on the spontaneous communication skills of a 6-year-old girl with autism across her home and school environments. The effects of the PECS were also examined for social interaction. Results indicated increases in spontaneous language (i.e., requests and comments) including use of the icons and verbalizations across those settings in which PECS was implemented. Intelligible verbalizations increased in two of three settings, and changes in peer social interaction were noted in one of the two school settings.

Research paper thumbnail of Social communication effects of peer-mediated recess intervention for children with autism

Research in Autism Spectrum Disorders, 2014

Children with ASD face enormous challenges in the area of social functioning. Research has shown ... more Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6-8). Elements of Peer Networks and Pivotal Response Training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses.

Research paper thumbnail of Peer Mediation and Monitoring Strategies to Improve Initiations and Social Skills for Students with Autism

Journal of Positive Behavior Interventions, 2001

Abstract: Four students with autism and a group of nondisabled peers were taught to use and monit... more Abstract: Four students with autism and a group of nondisabled peers were taught to use and monitor social skills while playing games to increase initiations and social interaction skills. Social skills targeted for training included requesting, commenting, and sharing. A multiple ...

Research paper thumbnail of The Utilization and Effects of Positive Behavior Support Strategies on an Urban School Playground

Journal of Positive Behavior Interventions, 2008

... The playground did not have adequate space for games that require a great deal of physicalmov... more ... The playground did not have adequate space for games that require a great deal of physicalmovement such as tag or football, as the play-ground ... Although the student demographic makeup was similar to that of other urban schools in the area, the playground was uniquely ...

Research paper thumbnail of Prevention Strategies for At-Risk Students and Students with EBD in Urban Elementary Schools

Journal of Emotional and Behavioral Disorders, 1999

... DEBRA KAMPS, TAMMY KRAVITS, JULIE STOLZE, AND BRENDA SWAGGART ... t demic, behavioral, and so... more ... DEBRA KAMPS, TAMMY KRAVITS, JULIE STOLZE, AND BRENDA SWAGGART ... t demic, behavioral, and social fail-ures for children in urban schools have been well documented (eg, Coie, 1994; Greenwood, 1991; Kazdin, Ma-zurick, & Bass, 1993; Walker, Steiber, Ramsey, & ...

Research paper thumbnail of Prereferral Intervention For Students With Emotional Or Behavioral Risks: Use Of A Behavioral Consultation Model

Journal of Emotional and Behavioral Disorders, 1993

... MARY BETH NOLL, DEBRA KAMPS, AND CARLEEN F. SEABORN ... and pupil, with a focus on antecedent... more ... MARY BETH NOLL, DEBRA KAMPS, AND CARLEEN F. SEABORN ... and pupil, with a focus on antecedents and consequences of be-havior in naturalistic settings in order to identify variables influencing the problem behavior (Fuchs, Fuchs, Bahr, Fernstrom, & Stecker, 1990). ...

Research paper thumbnail of Academic and environmental effects of small group arrangements in classrooms for students with autism and other developmental disabilities

Journal of Autism and Developmental Disorders, 1992

The use of small group instructional formats with children who have autism and developmental disa... more The use of small group instructional formats with children who have autism and developmental disabilities has received mixed results in the research literature (ReM & FaveU, 1984). The purpose of the two studies reported herein was to address this controversy by comparing the performance of students in one-to-one instruction to those transitioned to small groups for a variety of teachers, students, settings, and under different training circumstances. In the first study, 41 students, ranging in age from 5 to 21 years old, from six classrooms, participated; and 25 students from six classrooms participated in the second study. Measures of environmental effects included academic gains via pre-and posttests, on-task and self-stimulatory behavior levels, correct respond-ing~ and frequencies of teacher behaviors during both one-to-one and small group formats. Results of both experiments indicated that students were able to successfully transition to small group formats across several curriculum areas including language, math, readiness, and shopph~g. Further, experienced teachers and administrators were able to train a second group of staff to use the small group procedures effectively. The successful application for this number of students and teachers within natural learning environments is unprecedented

Research paper thumbnail of Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers

Journal of Applied Behavior Analysis, 1994

A multiple baseline design across subjects with a reversal was used to examine the effects of cla... more A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance.

Research paper thumbnail of The Good Student Game: Behavior Management for Diverse Classrooms

Intervention in School and Clinic, 2000

Teachers define target behaviors they a ould like to see improved and determine w hen target beha... more Teachers define target behaviors they a ould like to see improved and determine w hen target behaviors are most problematic. Criterion is set for winning the game and reinforcers are established.

Research paper thumbnail of Peer Mediation Approaches for Children and Youth with Autism and Developmental Disabilities: An Introduction to the Special Series

Focus on Autism and Other Developmental Disabilities, 1997

Research paper thumbnail of Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings

Focus on Autism and Other Developmental Disabilities, 2011

Research paper thumbnail of Teacher and Peer Participation in Functional Analysis and Intervention for a First Grade Student with Attention Deficit Hyperactivity Disorder

Education and Treatment of Children, 2009

ABSTRACT This study evaluated the current trend in functional analysis literature toward conducti... more ABSTRACT This study evaluated the current trend in functional analysis literature toward conducting the analysis in the classroom with teachers and peers. Procedures included a functional behavioral interview with the teacher, a descriptive observation, teacher training on the functional analysis procedures, a functional analysis, and implementing a socially valid and function-based classroom intervention. Functional analysis measures included the percentage of partial intervals in which the target behaviors (inappropriate vocalizations and disruptions) occurred as well as condition integrity for both the teacher and the peers. Classroom intervention measures included the rate of target behaviors and three descriptive variables: teacher and peer contingent attention to target behaviors and teacher praise. The results showed the function-based intervention effectively reduced the rate of target behaviors from baseline. The results also suggested general education teachers and peers are capable of participating in the functional analysis within the natural schedule of the classroom.