NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1021059
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0741-9325
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A