Literaturnachweis - Detailanzeige
| Autor/inn/en | Hoff, Kathryn E.; Ervin, Ruth A.; Friman, Patrick C. |
|---|---|
| Titel | Refining Functional Behavioral Assessment: Analyzing the Separate and Combined Effects of Hypothesized Controlling Variables during Ongoing Classroom Routines |
| Quelle | In: School Psychology Review, 34 (2005) 1, S.45-57 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0279-6015 |
| Schlagwörter | Quantitative Daten; Early Adolescents; Intervention; Class Activities; Functional Behavioral Assessment; Attention Deficit Disorders; Hyperactivity; Interviews; Behavior Problems; Teacher Attitudes; Student Attitudes |
| Abstract | This article presents results from an investigation using functional assessment strategies in a general education classroom for an early adolescent diagnosed with ADHD/ODD. In the first phase of the assessment, data were collected from teacher interviews, student interviews, and direct observations to generate hypotheses regarding the association between classroom environmental conditions and the occurrence of disruptive behavior. The hypotheses were then evaluated in the context of regularly occurring classroom activities. Based on the data obtained through the functional assessment procedure, a classroom intervention was designed, implemented, and evaluated. Results indicated the intervention was successful in decreasing the participant's disruptive behavior. Further, the teacher and student reported high acceptability for the assessment and intervention. Project findings are discussed in terms of bridging the gap between research and practice, conducting a functional behavioral assessment (FBA) within applied settings, and the use of FBA for behaviors that are potentially under the control of multiple maintaining functions. (Author). |
| Anmerkungen | National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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