Function-Based Intervention in Inclusive School Settings: A Meta-Analysis

Autor/inn/en	Walker, Virginia L.; Chung, Yun-Ching; Bonnet, Lauren K.
Titel	Function-Based Intervention in Inclusive School Settings: A Meta-Analysis
Quelle	In: Journal of Positive Behavior Interventions, 20 (2018) 4, S.203-216 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300717718350
Schlagwörter	Inclusion; Disabilities; Functional Behavioral Assessment; Behavior Modification; Behavior Problems; Intervention; Student Behavior; Early Childhood Education; Elementary Education; Elementary School Students; Preschool Children + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The purpose of this meta-analysis was to summarize single-case intervention research studies in which students with disabilities received function-based intervention (FBI) within inclusive school settings to address challenging behavior. A total of 27 studies were identified and systematically reviewed to determine the overall effect of FBI on challenging and appropriate behavior and whether study characteristics moderated intervention outcomes. In addition, we summarized the following: (a) characteristics of study participants and settings, (b) characteristics of FBI applied within the studies, and (c) quality of the studies. Overall, FBI led to improved behavior in a variety of inclusive school settings. Interventions delivered after a teacher-administered functional behavior assessment and within the context of a whole group instructional arrangement resulted in significant reductions in challenging behavior and improvements in appropriate behavior, respectively. Implications for practice, future directions for research, and limitations are described. (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	2020/1/01