A functional analysis of the comprehensive application of behavior analysis to schooling.

This study tested the effects of a comprehensive application of behavior analysis to schooling on the total trials taught, correct student trials, and objectives achieved in a small school. The package was implemented in a school for children with multiple disabilities and included a staff training program based on a personalized system of instruction, organizational behavior management procedures for supervisors, regular assessment of teacher behaviors, and teacher assessment of all instructional trials received by the 38 children to a scripted curriculum. The design was a multiple baseline across four groups of teachers and included baseline, training, and full treatment phases over a 2-year period. The results showed educationally significant increases in trials taught, correct trials, and student objectives achieved as a function of the introduction of the package. A 3rd year of follow-up data and an analysis of the turnover of staff showed that the effects of the package were maintained and that the package had social validity.