Abstract
This study examined the efficacy of function-based intervention for young children at-risk for emotional and behavioral disorders (EBD) in inclusive environments. Participants were two kindergarten students and one first-grade student, all of whom exhibited chronic disruptive behavior in the classroom despite previous interventions implemented through their school's existing behavioral support system. The study was conducted across three phases: (a) a descriptive functional behavioral assessment (FBA) was completed for each student, (b) a systematic process was used to construct and then test individualized interventions, and (c) the interventions were then provided to each student during his most problematic classroom activity using a multiple baseline design. Classroom interventions substantially improved the on-task behavior of each student, and social validity ratings by teachers showed strong preference for the function-based intervention over the previously used classroom practices. Implications, limitations, and directions for future research are presented.
Original language | English (US) |
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Pages (from-to) | 537-559 |
Number of pages | 23 |
Journal | Education and Treatment of Children |
Volume | 33 |
Issue number | 4 |
DOIs | |
State | Published - Nov 2010 |
Keywords
- Challenging behavior
- Children at risk
- Function-based intervention
- Functional behavioral assessment
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology