NotesFAQContact Us
Search Tips
ERIC Number: ED525884
Record Type: Non-Journal
Publication Date: 2010
Pages: 145
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-6290-5
The Efficacy of a Function-Based Intervention on the Challenging Behavior of Three Young Boys with Autism in Rural Tennessee
Ton, Julie
ProQuest LLC, Ph.D. Dissertation, Tennessee Technological University
The purpose of this study was to investigate the efficacy of function-based interventions on the challenging behavior of three young boys with autism in rural Tennessee. Tennessee preschool teachers serve primarily rural communities, marked by high poverty rates and lack of access to ongoing teacher training and consultation. Positive Behavior Support and Inclusion (PBS&I), a TN-state funded agency, is designed to provide ongoing teacher training and consultation in the area of positive behavior supports. The majority of PBS&I's student referrals were for students with autism. This study was conducted to evaluate the outcomes of a PBS&I consultative approach to support TN preschool teachers in implementing function-based intervention for their students with autism. The study evaluated the behavioral effects of function-based interventions, the accuracy of teacher-implemented function-based intervention, and the social validity of the intervention. Results indicated a functional relation between the reduction of challenging behavior and implementation of the function-based intervention. In addition, after approximately two sessions of PBS&I teacher training and consultation, preschool teachers implemented the intervention with 90% fidelity and above. Social validity was evaluated on three different levels: 1) Caregiver feedback on treatment acceptability, 2) Social significance of the behavior and resulting behavior change, and 3) Cost-Comparison Analysis of PBS&I supported function-based intervention services. Results from the social validity evaluation strongly indicated that the function-based intervention was well-received by the caregivers, the behavior change was meaningful and generalized to other settings, and that PBS&I was a cost effective approach compared to alternative behavioral services. A discussion and implications are also provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee