Using Videoconferencing to Conduct Functional Analysis of Challenging Behavior and Develop Classroom Behavioral Support Plans for Students with Autism

Autor/inn/en	Machalicek, Wendy; O'Reilly, Mark; Chan, Jeffrey M.; Lang, Russell; Rispoli, Mandy; Davis, Tonya; Shogren, Karrie; Sigafoos, Jeff; Lancioni, Giulio; Antonucci, Massimo; Langthorne, Paul; Andrews, Alonzo; Didden, Robert
Titel	Using Videoconferencing to Conduct Functional Analysis of Challenging Behavior and Develop Classroom Behavioral Support Plans for Students with Autism
Quelle	In: Education and Training in Developmental Disabilities, 44 (2009) 2, S.207-217 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-0350
Schlagwörter	Intervention; Autism; Behavior Modification; Computers; Behavior Problems; Video Technology; Teleconferencing; Attention; Functional Behavioral Assessment; Special Education; Universities; Educational Strategies; Observation; Graduate Students; Texas + Suchen Sie Ihr Suchwort? Autismus; Behaviour modification; Verhaltensänderung; Digitalrechner; Telekonferenz; Aufmerksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; University; Universität; Lehrstrategie; Beobachtung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	We conducted a functional analysis of challenging behavior for two students with autism using widely available videoconferencing equipment (laptop computers equipped with web cameras). Observers used the videoconferencing facilities to collect data on challenging behavior and to instruct the therapist conducting the assessment. Results of the functional analyses suggested that challenging behavior was associated with escape from academic demands and access to attention for both students. An intervention, derived from the results of the functional analyses, was implemented in the classroom for both students. This intervention was compared to typical classroom instruction using a multi-element treatment design. Results indicated that the intervention derived from the functional analysis produced substantial reductions in challenging behavior with concomitant increases in academic engagement over typical classroom instruction for both students. These findings provide preliminary support for the use of videoconferencing equipment when conducting functional analyses and developing behavioral support plans for students with autism. (Contains 4 figures.) (As Provided).
Anmerkungen	Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10