ERIC Number: EJ1066901
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 39
Increasing Compliance in Students with Intellectual Disabilities Using Functional Behavioral Assessment and Self-Monitoring
Wadsworth, Jamie P.; Hansen, Blake D.; Wills, Sarah B.
Remedial and Special Education, v36 n4 p195-207 Jul-Aug 2015
Noncompliance in three elementary age students with intellectual disabilities was assessed using functional behavioral assessments. Escape was identified as the primary function of the behavior in all three students, and access to tangible items was identified in one of the students as a secondary function. Teacher-monitoring and self-monitoring interventions were implemented within a multiple baseline design across three students to increase compliance. Results demonstrated that the intervention was effective and that all three students increased compliance during teacher-monitoring and self-monitoring conditions. These results are discussed in terms of recent research on function-based self-monitoring interventions.
Descriptors: Compliance (Psychology), Behavior Problems, Mental Retardation, Functional Behavioral Assessment, Self Management, Behavior Modification, Intervention, Program Effectiveness, Elementary School Students, Observation, Coding, Interviews, Teacher Attitudes, Check Lists, Attention, Token Economy, Questionnaires, Likert Scales
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: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A