Function-Based Self-Advocacy Training for Students with or at Risk for Emotional and Behavioral Disorders in General Education Settings

Autor/inn/en	Owens, Tosha L.; Lo, Ya-yu
Titel	Function-Based Self-Advocacy Training for Students with or at Risk for Emotional and Behavioral Disorders in General Education Settings
Quelle	In: Journal of Emotional and Behavioral Disorders, 30 (2022) 3, S.185-198 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Owens, Tosha L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266211039760
Schlagwörter	Elementary School Students; At Risk Students; Behavior Disorders; Emotional Disturbances; Self Advocacy; Mainstreaming; Training; Behavior Modification; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Gefühlsstörung; Selbstbehauptung; Ausbildung; Behaviour modification; Verhaltensänderung; Unterrichtserfolg
Abstract	This study evaluated the effects of a function-based self-advocacy (FBSA) intervention, which provided systematic and explicit instruction to three students with or at risk for emotional and behavioral disorders on how to self-advocate their needs in regard to behavioral support based on the function of their behavior. We used a single-case, multiple-probe across-participants design and measured participants' problem behaviors and replacement behaviors to determine the intervention effects. Results showed a functional relationship between FBSA and reduction of problem behaviors. There also was an increase in replacement behaviors upon implementation of the FBSA training. In addition, a descriptive analysis of students' ability to complete steps to self-advocate needs indicated an increase in the number of responses emitted or steps completed across both intervention and generalization settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01