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: Social capital and budgeting in a local church

authors: Sharma, Umesh Prasad

abstract: The purpose of this chapter is to examine the budgeting process in a local church from a social capital perspective. The social capital provides novel insights into the construction of budgets and its social aspects. A qualitative case study was adopted, with an interpretive methodology. Semi-structured interviews were used to interview 14 managers involved in the budgeting process at a local independent church. The interview data were supplemented by documentary evidence. Nahapiet and Ghoshal (1998) framework of social capital was used to analyse the data. The main finding was that budgeting was found to be a social process – that can best be explained by social capital theory. There may be an element of self-selection, as the church agreed to participate in the study and chose to allow a researcher to examine social aspects of its budgeting process. The chapter contributes to both social capital theory and church literature. Social capital provides novel insights into the construction of budgets and its social aspects. In addition, contemporary budgeting practices are studied in a church in a denomination and country not previously studied.

text: Social capital and budgeting in a local church The purpose of this chapter is to examine the budgeting process in a local church from a social capital perspective. The social capital provides novel insights into the construction of budgets and its social aspects. A qualitative case study was adopted, with an interpretive methodology. Semi-structured interviews were used to interview 14 managers involved in the budgeting process at a local independent church. The interview data were supplemented by documentary evidence. Nahapiet and Ghoshal (1998) framework of social capital was used to analyse the data. The main finding was that budgeting was found to be a social process – that can best be explained by social capital theory. There may be an element of self-selection, as the church agreed to participate in the study and chose to allow a researcher to examine social aspects of its budgeting process. The chapter contributes to both social capital theory and church literature. Social capital provides novel insights into the construction of budgets and its social aspects. In addition, contemporary budgeting practices are studied in a church in a denomination and country not previously studied.

year: 2023-10-24

title: Final report of the 2018 Census External Data Quality Panel

authors: Bedford, Richard

abstract: At the time this report was submitted for publication in January 2020, Stats NZ was finalizing its release schedule for census products that allow users to produce their own tabulations and statistical analyses using census data (see Appendix 2 for a summary of release dates for 2018 Census products).
In early 2020, Stats NZ will release 2018 Census data for use in the Data Lab, a distributed set of secure computer sites where users can access, with approval, microdata for research purposes. By March 2020, 2018 Census data will be in the Integrated Data Infrastructure (IDI) and available for use by approved researchers and policy analysts who wish to negotiate access to the IDI.

text: Final report of the 2018 Census External Data Quality Panel At the time this report was submitted for publication in January 2020, Stats NZ was finalizing its release schedule for census products that allow users to produce their own tabulations and statistical analyses using census data (see Appendix 2 for a summary of release dates for 2018 Census products).
In early 2020, Stats NZ will release 2018 Census data for use in the Data Lab, a distributed set of secure computer sites where users can access, with approval, microdata for research purposes. By March 2020, 2018 Census data will be in the Integrated Data Infrastructure (IDI) and available for use by approved researchers and policy analysts who wish to negotiate access to the IDI.

year: 2020