Self- Versus Teacher Management of Behavior for Elementary School Students with Asperger Syndrome: Impact on Classroom Behavior

Autor/inn/en	Shogren, Karrie A.; Lang, Russell; Machalicek, Wendy; Rispoli, Mandy J.; O'Reilly, Mark
Titel	Self- Versus Teacher Management of Behavior for Elementary School Students with Asperger Syndrome: Impact on Classroom Behavior
Quelle	In: Journal of Positive Behavior Interventions, 13 (2011) 2, S.87-96 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300710384508
Schlagwörter	Behavior Problems; Student Behavior; Intervention; Asperger Syndrome; Token Economy; Kindergarten; Student Responsibility; Self Control; Behavior Modification; Program Effectiveness; Young Children; Teacher Attitudes; Program Implementation; Texas + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Asperger-Syndrom; Token-Programm; Selbstbeherrschung; Behaviour modification; Verhaltensänderung; Frühe Kindheit; Lehrerverhalten
Abstract	The purpose of this study was to evaluate and compare the effectiveness of a token economy and a self-management intervention in an inclusive kindergarten classroom. Two 5-year-old children with Asperger syndrome who were struggling to follow classroom rules participated in the study. An ABACABAC (A = baseline, B = token economy, C = self-management) design with a maintenance phase was used. Results show improvements in appropriate classroom behavior and academic engagement during the token economy and self-management phases. The improvements were maintained 2, 4, and 8 weeks after the study ended and the classroom teacher continued to use the self-management system with the target students and independently created and implemented a classwide self-management system. Social validity data suggested a strong teacher preference for the self-management intervention because of its ease of implementation and focus on student responsibility. Implications for future research are discussed. (Contains 3 figures and 1 table.) (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	2017/4/10