Phase 3: Complete the TPA and Showcase Knowledge

TPA #1 Completion

The TPA was actually a helpful assessment that allowed me to better understand my students and how to teach them. The biggest takeaway I got from the TPA and implementing my lesson was the importance of targeting one goal at a time, especially when it comes to whole-class instruction.

For my lesson, I tried to target seven different goals to accommodate all of my students' learning goals. Because of that, I wasn't able to effectively facilitate and adapt the lesson to address progression toward all of the intended goals. In short, I made my lesson overly complex witch decreased the overall effectiveness of it.

Action Research Proposal

Background and Purpose

This setting takes place in a high school extensive needs classroom serving grades 9-12 and ages 14-17. The classroom is part of the Santa Clara County Office of Education special education department and is a self-contained classroom.

Eight students are enrolled in the classroom. Six have autism (with one student also blind), one has Down syndrome, and one is deaf/blind. The students communicate with different modalities including American Sign Language, Augmentative and Alternative Communication devices, gestures, and verbal speech.

The classroom follows a structured and predictable schedule. The students are seated in groups based on similar abilities and compatible personalities and face the front of the classroom. The classroom uses adapted materials from Unique Learning to meet California Common Core State Standards using consistent icons and formats. Within the classroom, the students are supported by one credentialed teacher, one intern teacher, one intervener for the deaf/blind student, and four paraeducators. Additionally, two students have one-to-one paraeducator support.

The teacher action strategy, functional communication training (FCT), will address two challenges within the classroom: prompt dependence and physically aggressive behaviors. Prompt dependence, the overreliance on prompts to complete tasks independently, manifests in students needing a prompt to use the bathroom, wash hands, and complete other daily routines. Aggression is defined as using non-consensual physical contact as a means of communication.

Functional communication training teaches students to use appropriate communication to access desired items or express needs while placing challenging behaviors on extinction. However, additional strategies may be needed when prompt dependence develops during functional communication training. This action research will evaluate strategies such as extended response intervals and differential reinforcement. Extended response intervals involve withholding prompts to provide students with additional time to initiate functional communication responses independently. Differential reinforcement provides enhanced reinforcement for independent responses, while prompted responses receive only basic reinforcement.

This study aims to address concerns of prompt dependence and physical aggression to allow students to participate more meaningfully in school and community settings. By implementing these strategies, this research seeks to understand how targeted interventions affect independent functional communication and whether they reduce challenging behaviors. The strategies selected are based on research by Weyman, Ivy, and Kodak (2024), which evaluated treatments for prompt dependency in functional communication training and found that extended response intervals and differential reinforcement were effective in increasing independent functional communication responses while reducing challenging behavior.

Research Question

To what extent does functional communication training affect independent communication and challenging behavior frequency in students with extensive support needs?

Teacher Action and Methods

The action research study will begin in January 2026, after winter break, and will run for approximately four weeks. This study will focus primarily on two high school students with extensive support needs; however, strategies will be implemented and data will be tracked for all eight students in the classroom. The two primary participants demonstrate prompt dependence in daily living skills, and one student uses physical aggression as a means of communication. Of the primary students, one uses a GoTalk AAC device (a physical device with buttons that generates words), while the other student uses a single-message AAC device (a physical button that generates a word or phrase) to communicate.

All classroom staff will implement the functional communication training strategies and collect data. This includes one credentialed teacher, one intern teacher, one intervener, and four paraeducators. Staff will implement FCT strategies with students throughout the day and will track data when applicable. Regular meetings will occur to ensure consistency in implementation and data collection procedures.

Functional communication training will be incorporated into students' daily routines instead of delivered as individual lessons. This includes naturally occurring activities such as transitions, daily living activities (bathroom routines, handwashing), and when students request access to preferred items or activities. For students demonstrating prompt dependence, extended response intervals will be used by withholding prompts and providing additional wait time for students to initiate functional communication responses independently. For students exhibiting physically aggressive behaviors, differential reinforcement will be implemented by providing enhanced reinforcement for independent and appropriate communication responses, while prompted responses receive only basic reinforcement.

This study will use a mixed-methods approach to evaluate intervention effectiveness. Quantitative data will track frequency counts of independent functional communication responses per day or routine, as well as ABC (Antecedent-Behavior-Consequence) data for challenging behaviors. Staff will track when challenging behaviors occur, what happens immediately before, and the consequence(s) that followed. Qualitative data will include staff observations and reflections on implementation challenges, student progress, and contextual information regarding outcomes. These multiple data sources will provide evidence for the directionality of findings. Frequency data will show changes in communication and behavior rates, while ABC data will identify patterns and functions of behaviors. Staff observations will provide context regarding the effectiveness of strategies for individual students.

Because implementation of this action research is integrated with educational programming and IEP implementation, formal consent beyond existing documentation will not be required. However, parents will be informed of the study through regular communication via student daily review forms. Individual student data will remain non-anonymized for IEP tracking and progress monitoring to ensure accountability for student growth. For any presentations, reports, or general analysis, data will be anonymized to maintain student confidentiality. To minimize harm, all strategies are evidence-based practices, and staff will monitor student responses closely. If any strategy causes distress or is ineffective for a student, modifications will be made immediately in consultation with the team.

Data Sources

ABC (Antecedent-Behavior-Consequence)

An observational data collection method that tracks each instance of a behavior. It tracks what occurred immediately before a behavior (Antecedent), a description of the behavior (Behavior), and what happened after (consequence)

ABC data will be collected in real-time whenever a behavior occurs throughout the school day. Staff will track each incident on an ABC data sheet, tracking the date, time, context, and relevant details

ABC data will provide information and evidence about the function and patterns of behaviors.

Frequency Count of Independent Functional Communication Responses

Tracks the number of times each student independently uses their functional communication response (FCR) without prompting. This includes using their AAC devices, using gestures, or other communication methods to request items, activities, or express needs.

Data will be collected throughout the school day during naturally occurring opportunities such as: transitions, daily living activities, and requesting items. Staff will tally independent FCR on a data sheet, tracking the total number per day for each student.

This quantitative data will address the research question by measuring changes in independent communication. By tracking frequency, we can determine if there is a change in FCR from their baseline prior to treatment. Comparing baseline rates to intervention rates will show the extent in change and provide objective evidence of intervention effect.

Staff observation and reflection

Qualitative data from staff about student response will provide insight on student response, implementation challenges, contextual factors, and highlight progress or setbacks. This includes reflections on strategies most and least effective for student(s) and reflects why.

Staff will record brief observations and reflections daily or as significant events occur. Regular team meetings will occur to allow collaborative reflection and discussions of observations.

Timeline

Pre-implementation (December - Early January 2026)

• Finalize data collection tools and procedures
• Train staff on FCT strategies
  • extended response times
  • differential reinforcement
• Establish/Implement baselines collection
• communicate study plans to parents
  • Daily review forms

Baseline Data collection (First week of January 2026)

• Collect data to establish baselines
  • independence
  • physical aggression
• Document current prompting patterns
  • level of prompt for a task or behavior
  • student communication rates

Implementation Phase (Approximately 4 weeks, January 2026)

• Implement functional communication strategies daily across all routines
  • Apply extended response intervals
  • Apply differential reinforcement
• Collect data
  • Daily frequency count of independent FCRs
  • All instances of challenging behaviors with ABC data
  • Staff observation and reflections
• Team meetings to review data and ensure implementation consistency

Data Analysis and review (End of January - Early February 2026)

• Compile and analyze quantitative data
  • frequency counts
  • ABC data
• Review, synthesize, and thematically analyze qualitative data
• compare baseline data to intervention data
• discuss findings and next steps with team and/or parents
• modify and continue strategies as needed

References