ERIC Number: EJ1070165
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 19
Effects of Aligning Self-Management Interventions with Functional Behavioral Assessment
Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.
Education and Treatment of Children, v37 n3 p393-406 2009
The differential effects of interventions aligned with indicated and non-indicated behavioral function were studied. Disruptive behavior of a fourth grade child at risk for emotional and behavioral disorders (EBD) was assessed through functional behavioral assessment (FBA) procedures. Following the FBA, three interventions were designed, only one based on an indicated behavioral function. Each intervention was assessed within a multi-element design. The intervention based on the student's identified behavioral function resulted in the greatest increase in on-task behaviors and the greatest reduction in disruptions. These results are discussed in terms of the effectiveness of using functional behavioral assessment for designing interventions.
Descriptors: Intervention, Self Management, Behavior Problems, Grade 4, Elementary School Students, At Risk Students, Emotional Disturbances, Behavior Disorders, Functional Behavioral Assessment, Outcomes of Treatment, Interrater Reliability, Metacognition, Males, Comparative Analysis
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Authoring Institution: N/A