Effects of a Comprehensive Function-Based Intervention Applied across Multiple Educational Settings

Autor/inn/en	Gann, Candace J.; Ferro, Jolenea B.; Umbreit, John; Liaupsin, Carl J.
Titel	Effects of a Comprehensive Function-Based Intervention Applied across Multiple Educational Settings
Quelle	In: Remedial and Special Education, 35 (2014) 1, S.50-60 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932513501088
Schlagwörter	Intervention; Asperger Syndrome; Functional Behavioral Assessment; Disabilities; Individualized Education Programs; Interviews; Likert Scales; Observation; Teacher Response; Positive Reinforcement; Teachers; Program Implementation; Measures (Individuals); Interrater Reliability; Peer Acceptance; Questionnaires; Behavior Problems; Behavior Modification; Teaching Methods + Suchen Sie Ihr Suchwort? Asperger-Syndrom; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Interviewing; Interviewtechnik; Likert-Skala; Beobachtung; Lehrerkommentar; Lehrer; Lehrerin; Lehrende; Messdaten; Interrater-Reliabilität; Fragebogen; Behaviour modification; Verhaltensänderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined the feasibility and effectiveness of a comprehensive function-based intervention applied across multiple inclusive classroom settings. The participant was a middle school student diagnosed with Asperger Syndrome who exhibited chronic off-task behaviors across all academic environments. This study was conducted across two phases: (a) A descriptive functional behavior assessment (FBA) was conducted across all inclusive classroom environments and (b) a single, comprehensive function-based intervention was developed based on the results of the FBA followed by the implementation of a comprehensive function-based intervention in each inclusive classroom environment using a multiple probe design. The comprehensive function-based intervention markedly improved the participant's on-task behavior in each classroom setting. Furthermore, social validity ratings by each teacher revealed that the comprehensive, function-based intervention was preferable to the previously used classroom practices. Implications, limitations, and directions for future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10