Functionally-Indicated Choice-Making Interventions to Address Academic and Social Behaviors of Adolescent Students with Emotional/Behavioral Disorders (E/BD) in a Residential Facility

Autor/inn/en	Ramsey, Michelle L.; Jolivette, Kristine; Kennedy, Christina; Fredrick, Laura D.; Williams, Camille D.
Titel	Functionally-Indicated Choice-Making Interventions to Address Academic and Social Behaviors of Adolescent Students with Emotional/Behavioral Disorders (E/BD) in a Residential Facility
Quelle	In: Journal of Classroom Interaction, 52 (2017) 2, S.45-66 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Behavior Problems; Antisocial Behavior; Student Behavior; Adolescents; Behavior Disorders; Emotional Disturbances; Residential Programs; Intervention; Behavior Modification; Grade 6; Grade 7; Grade 8; Mathematics Instruction; Program Effectiveness; Positive Behavior Supports; Decision Making; Functional Behavioral Assessment; Middle School Students; Check Lists; Questionnaires; Interviews; Observation; Hypothesis Testing + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gefühlsstörung; Sozialer Wohnungsbau; Behaviour modification; Verhaltensänderung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics lessons; Mathematikunterricht; Decision-making; Entscheidungsfindung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Checkliste; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Hypothesenprüfung; Hypothesentest
Abstract	Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results indicate that choice of task sequence for two of the three participants with avoidance-maintained behaviors exhibited reduced disruptive behaviors and increased task completion and accuracy. Results were mixed for the six participants with access-maintained behavior. The three participants decreased their disruptive behaviors and increased task completion and accuracy. For the other three participants, decreased disruptive behavior and increased task completion and accuracy occurred for the non-functionally indicated avoidance type of choice. Future directions for choice-making interventions are discussed as well as limitations of the present study. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11