Abstract
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.
Original language | English (US) |
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Pages (from-to) | 50-60 |
Number of pages | 11 |
Journal | Remedial and Special Education |
Volume | 35 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2014 |
Keywords
- Asperger syndrome
- analysis
- behavior
- classroom
- exceptionalities
- functional assessment
- inclusive
- positive behavior supports
- research methodology
- single-subject
ASJC Scopus subject areas
- Education
- Public Health, Environmental and Occupational Health