title: An evaluation of teacher implemented Trial Based Functional Analysis and Function Based Interventions in a mainstream classroom

authors: Anderson, Kelsey Teresa

abstract: Despite the documented accuracy of using Functional Analysis (FA) to design effective interventions, it is not being utilised in school settings for students with challenging and highly disruptive behaviours (Shumate & Wills, 2010). This may be due to the time constraints and complexities associated with standard FA procedures, making them difficult to complete in classrooms and requiring specialised staff. Many variations to the standard FA have been adapted to address these issues, including Trial-Based Functional Analysis (i.e., TBFA). The method uses short (1-4 min) assessment probes within typical classroom instruction to measure occurrences of behaviour under different conditions (e.g. Attention, Demand, Tangible and Ignore). Research on TBFA has shown its reliability to identify functions (Bloom et al., 2011), making it a viable option for classroom settings. Furthermore, research on TBFA methodology has been able to show behavioural skills training methods can upskill teachers to carry out TBFA and Function Based Interventions (FBI) procedures with high fidelity, particularly with students who present with disabilities (Flynn & Ya-Yu Lo., 2016). 
There are, however, some areas requiring further research including generalisation of procedures to new students and using social validity measures to understand teacher’s perceptions and acceptance of the procedures. There is also limited use of procedures with students who are typically developing but engage in highly disruptive or challenging behaviours in mainstream classrooms. This study aimed to expand current research and address the limitations by analysing teacher implemented TBFA and FBI procedures on disruptive or challenging behaviours with typical developing students in mainstream classrooms. Two teachers participated in behavioural skills training on TBFA and FBI methodology and implemented the procedures across three typical developing students who presented with off-task disruptive behaviours. The results showed teachers had the ability to carry out the TBFA and FBI procedures with high level of integrity. In addition, one of the teachers could implement procedures with a high level of fidelity during generalisation measures. Results showed a reduction in disruptive off-task behaviour across all students, indicating the FBI’s were effective in addressing function. Finally, social validity measures indicated teachers found the procedures easy to implement and felt they had a positive impact on student behaviours.

text: An evaluation of teacher implemented Trial Based Functional Analysis and Function Based Interventions in a mainstream classroom Despite the documented accuracy of using Functional Analysis (FA) to design effective interventions, it is not being utilised in school settings for students with challenging and highly disruptive behaviours (Shumate & Wills, 2010). This may be due to the time constraints and complexities associated with standard FA procedures, making them difficult to complete in classrooms and requiring specialised staff. Many variations to the standard FA have been adapted to address these issues, including Trial-Based Functional Analysis (i.e., TBFA). The method uses short (1-4 min) assessment probes within typical classroom instruction to measure occurrences of behaviour under different conditions (e.g. Attention, Demand, Tangible and Ignore). Research on TBFA has shown its reliability to identify functions (Bloom et al., 2011), making it a viable option for classroom settings. Furthermore, research on TBFA methodology has been able to show behavioural skills training methods can upskill teachers to carry out TBFA and Function Based Interventions (FBI) procedures with high fidelity, particularly with students who present with disabilities (Flynn & Ya-Yu Lo., 2016). 
There are, however, some areas requiring further research including generalisation of procedures to new students and using social validity measures to understand teacher’s perceptions and acceptance of the procedures. There is also limited use of procedures with students who are typically developing but engage in highly disruptive or challenging behaviours in mainstream classrooms. This study aimed to expand current research and address the limitations by analysing teacher implemented TBFA and FBI procedures on disruptive or challenging behaviours with typical developing students in mainstream classrooms. Two teachers participated in behavioural skills training on TBFA and FBI methodology and implemented the procedures across three typical developing students who presented with off-task disruptive behaviours. The results showed teachers had the ability to carry out the TBFA and FBI procedures with high level of integrity. In addition, one of the teachers could implement procedures with a high level of fidelity during generalisation measures. Results showed a reduction in disruptive off-task behaviour across all students, indicating the FBI’s were effective in addressing function. Finally, social validity measures indicated teachers found the procedures easy to implement and felt they had a positive impact on student behaviours.

year: 2017

title: Improving the Evaluation of Network Anomaly Detection Using a Data
Fusion Approach

authors: Löf, Andreas

subjects: network anomaly detection

abstract: Currently, the evaluation of network anomaly detection methods is often not repeatable. It is difficult to ascertain if different implementations of the same methods have the same performance or the relative performance of different methods. This is in part due to a lack of open implementations, the absence of recent datasets and no common format to express results.

A common approach to evaluating a method is to use the Defense Advanced Research Projects Agency (DARPA) 1999 datasets, or a derivative of them, in combination with a different dataset or network capture. The DARPA datasets are relatively old and bear little resemblance to modern day traffic and the other datasets are unlabelled and typically publicly unavailable making it difficult to ascertain the validity of the research evaluated in such a way.

This thesis primarily contributes a new evaluation methodology that uses a data fusion based approach that allows for reproducible evaluations with modern datasets.

The new methodology incorporates three other contributions: A new way to capture network traces that are fully anonymised yet retains more information than any current network traces and a new trace annotation format and a method for verifying the correctness of the annotations.

The DARPA 1999 dataset was used to demonstrate the validity of the approach and an evaluation was performed on a new dataset that has been captured using the methods introduced. In the evaluation we find that methodology is a viable approach forward, but that it comes with a different set of drawbacks than the current state of the art.

text: Improving the Evaluation of Network Anomaly Detection Using a Data
Fusion Approach Currently, the evaluation of network anomaly detection methods is often not repeatable. It is difficult to ascertain if different implementations of the same methods have the same performance or the relative performance of different methods. This is in part due to a lack of open implementations, the absence of recent datasets and no common format to express results.

A common approach to evaluating a method is to use the Defense Advanced Research Projects Agency (DARPA) 1999 datasets, or a derivative of them, in combination with a different dataset or network capture. The DARPA datasets are relatively old and bear little resemblance to modern day traffic and the other datasets are unlabelled and typically publicly unavailable making it difficult to ascertain the validity of the research evaluated in such a way.

This thesis primarily contributes a new evaluation methodology that uses a data fusion based approach that allows for reproducible evaluations with modern datasets.

The new methodology incorporates three other contributions: A new way to capture network traces that are fully anonymised yet retains more information than any current network traces and a new trace annotation format and a method for verifying the correctness of the annotations.

The DARPA 1999 dataset was used to demonstrate the validity of the approach and an evaluation was performed on a new dataset that has been captured using the methods introduced. In the evaluation we find that methodology is a viable approach forward, but that it comes with a different set of drawbacks than the current state of the art.

year: 2013

title: Maori participation in higher education: Tainui graduates from the University of Waikato, 1992 to 1997

authors: Tiakiwai, Sarah-Jane

abstract: This thesis is an examination of what factors contribute to the success of Maori who participate in higher education. The thesis is informed by the experiences of nine Tainui tribal members who received scholarships from the Tainui Maori Trust Board and who graduated from the University of Waikato between 1992 and 1997. 

The thesis addresses two questions: what factors contributed to the success of Tainui graduates at the University of Waikato? What effect did programmes, policies and initiatives offered by the University of Waikato and the Tainui Maori Trust Board have on the academic success of Tainui graduates at the University of Waikato? 

There are three main components to the thesis: a brief history of the University of Waikato and an examination of three documents (University of Waikato Charter 1991; Paetawhiti, the strategic plan 1993; Academic Audit Unit report 1997) and how they pertain to Maori; a history of the Tainui Maori Trust Board and an examination of the Tainui Education Strategy (1986, 1991), its review (1993) and scholarship programmes; and a study and analysis of the experiences of nine Tainui graduates from the University of Waikato. 

Argued from an eclectic theoretical and methodological position, drawing from indigenous and western theories and research practices that emphasise a kaupapa Maori and tribal approach, the thesis identifies multiple factors that have contributed to the success of the Tainui graduates. These factors include family and parental support, mentoring, the role of finances, institutional support, and identity. 

The thesis finds through examination of the documents, that the policies, initiatives and programmes of the Tainui Maori Trust Board and the University of Waikato have ambiguous and at times conflicting aims and objectives in regard to Maori participation and graduation from higher education. The thesis also finds that the experiences of the graduates reveal that neither the Tainui Maori Trust Board nor policies relating to Maori at the University of Waikato played significant roles in the success of the Tainui graduates. Rather, the thesis finds that the success of the graduates is largely borne by their own efforts, which reflect western notions of success, but which also reinforce their identity as Maori, and as Tainui tribal members. 

The thesis suggests that both the Tainui Maori Trust Board and the University of Waikato review their relationships with their tribal and Maori members (respectively), and recommendations are made to help develop a greater awareness of the contribution that both organisations can make to the success of Maori university students.

text: Maori participation in higher education: Tainui graduates from the University of Waikato, 1992 to 1997 This thesis is an examination of what factors contribute to the success of Maori who participate in higher education. The thesis is informed by the experiences of nine Tainui tribal members who received scholarships from the Tainui Maori Trust Board and who graduated from the University of Waikato between 1992 and 1997. 

The thesis addresses two questions: what factors contributed to the success of Tainui graduates at the University of Waikato? What effect did programmes, policies and initiatives offered by the University of Waikato and the Tainui Maori Trust Board have on the academic success of Tainui graduates at the University of Waikato? 

There are three main components to the thesis: a brief history of the University of Waikato and an examination of three documents (University of Waikato Charter 1991; Paetawhiti, the strategic plan 1993; Academic Audit Unit report 1997) and how they pertain to Maori; a history of the Tainui Maori Trust Board and an examination of the Tainui Education Strategy (1986, 1991), its review (1993) and scholarship programmes; and a study and analysis of the experiences of nine Tainui graduates from the University of Waikato. 

Argued from an eclectic theoretical and methodological position, drawing from indigenous and western theories and research practices that emphasise a kaupapa Maori and tribal approach, the thesis identifies multiple factors that have contributed to the success of the Tainui graduates. These factors include family and parental support, mentoring, the role of finances, institutional support, and identity. 

The thesis finds through examination of the documents, that the policies, initiatives and programmes of the Tainui Maori Trust Board and the University of Waikato have ambiguous and at times conflicting aims and objectives in regard to Maori participation and graduation from higher education. The thesis also finds that the experiences of the graduates reveal that neither the Tainui Maori Trust Board nor policies relating to Maori at the University of Waikato played significant roles in the success of the Tainui graduates. Rather, the thesis finds that the success of the graduates is largely borne by their own efforts, which reflect western notions of success, but which also reinforce their identity as Maori, and as Tainui tribal members. 

The thesis suggests that both the Tainui Maori Trust Board and the University of Waikato review their relationships with their tribal and Maori members (respectively), and recommendations are made to help develop a greater awareness of the contribution that both organisations can make to the success of Maori university students.

year: 2001