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ERIC Number: EJ896642
Record Type: Journal
Publication Date: 2007
Pages: 22
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1087-3414
Functional Assessment-Based Interventions for Children At-Risk for Emotional and Behavioral Disorders
Restori, Alberto F.; Gresham, Frank M.; Chang, Tae; Lee, Howard B.; Laija-Rodriquez, Wilda
California School Psychologist, v12 p9-30 2007
Functional assessments were conducted to identify the variables maintaining disruptive behavior in eight, typically developing fifth-grade students enrolled in general education classrooms. Participants whose behavior was found to be functionally related to either task-avoidance or attention-seeking were randomly assigned to a treatment strategy that was primarily either antecedent- or consequent-based. An ABAB single-case design was employed to analyze the effects of treatment strategies. The current study also conducted a comparison of treatment strategies that were primarily antecedent- or consequent-based. Results showed that antecedent-based treatment strategies (i.e., self-monitoring and task-modification) were more effective than consequent-based treatment strategies (i.e., differential reinforcement) for increasing academic engagement and reducing disruptive behavior. Implications regarding the use of functional assessment with typically developing students at-risk for emotional and behavioral problems enrolled in general education classrooms and the effects of antecedent- and consequent-based treatment strategies as a function of behavior are discussed. (Contains 4 tables and 2 figures.)
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A