ERIC Number: EJ1021059
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 31
Effects of a Comprehensive Function-Based Intervention Applied across Multiple Educational Settings
Gann, Candace J.; Ferro, Jolenea B.; Umbreit, John; Liaupsin, Carl J.
Remedial and Special Education, v35 n1 p50-60 Jan-Feb 2014
This study examined the feasibility and effectiveness of a comprehensive function-based intervention applied across multiple inclusive classroom settings. The participant was a middle school student diagnosed with Asperger Syndrome who exhibited chronic off-task behaviors across all academic environments. This study was conducted across two phases: (a) A descriptive functional behavior assessment (FBA) was conducted across all inclusive classroom environments and (b) a single, comprehensive function-based intervention was developed based on the results of the FBA followed by the implementation of a comprehensive function-based intervention in each inclusive classroom environment using a multiple probe design. The comprehensive function-based intervention markedly improved the participant's on-task behavior in each classroom setting. Furthermore, social validity ratings by each teacher revealed that the comprehensive, function-based intervention was preferable to the previously used classroom practices. Implications, limitations, and directions for future research are discussed.
Descriptors: Intervention, Asperger Syndrome, Functional Behavioral Assessment, Disabilities, Individualized Education Programs, Interviews, Likert Scales, Observation, Teacher Response, Positive Reinforcement, Teachers, Program Implementation, Measures (Individuals), Interrater Reliability, Peer Acceptance, Questionnaires, Behavior Problems, Behavior Modification, Teaching Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Grade 6
Authoring Institution: N/A