Functions of Challenging Behaviors and Strategies Utilized to Decrease Challenging Behaviors: Teachers' and Parents' Reports of Children with and without Autism Spectrum Disorder

Autor/in	Javed, Suzzanna
Titel	Functions of Challenging Behaviors and Strategies Utilized to Decrease Challenging Behaviors: Teachers' and Parents' Reports of Children with and without Autism Spectrum Disorder
Quelle	(2019), (167 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-7077-9
Schlagwörter	Hochschulschrift; Dissertation; Autism; Pervasive Developmental Disorders; Parent Attitudes; Social Networks; Teacher Attitudes; Behavior Problems; At Risk Persons; Intervention; Behavior Change; Children; Parent Child Relationship; Teacher Student Relationship; Affective Behavior; Student Behavior; Family Environment; Educational Environment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; Elternverhalten; Social network; Soziales Netzwerk; Lehrerverhalten; Risikogruppe; Child; Kind; Kinder; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Affective disturbance; Active behaviour; Affektive Störung; Student behaviour; Schülerverhalten; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Challenging behaviors are considered predictors of poor outcomes and children with Autism Spectrum Disorder (ASD) are at increased risk for such behaviors. There is limited research on how the functions of such behaviors and intervention strategies aimed at reducing them may differ by context. Using a researcher-designed survey, this study examined parents' and teachers' descriptions of the function of, and strategies for, challenging behaviors among children with and without ASD. A total of 488 respondents completed the survey, including 251 (51.5%) teachers and 237 (48.5%) parents. The participants were recruited in person and via social networking using snowballing and word-of-mouth. The study findings revealed that while both parents and teachers frequently identified avoidance/escape and attention-seeking as functions of challenging behaviors for children with and without ASD, there were some differences in their reports. Most notably, for children with ASD, 28% of parents reported children's use of challenging behaviors to get attention at home whereas 2% reported this function at school, while 72% of the teachers indicated children's use of challenging behaviors to seek attention at school and only 10% reported this function at home. The two most common intervention strategies identified by both teachers and parents were reinforcing positive effortful behavior and providing positive attention such as praise and acknowledgement. These finding are critical as they show the differences in the opinions towards the use of challenging behaviors in the home and school settings as reported by parents and teachers and inform future intervention efforts aimed at addressing challenging behaviors in varying contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01