Identifying positive behavioral interventions for students who display disruptive behavior in the classroom has become a critical issue for schools due to the high frequency of these behaviors and recent changes in legislative requirements. To address this issue, the present study investigated the utility of brief experimental analysis approach as a means to identify the most efficient and effective interventions for three students displaying problem behaviors in the classroom. By using a multi-element design, the brief experimental analysis was conducted by randomly applying interventions for three common functions of problem behavior in the classroom: teacher attention, peer attention, and escape from task demand. Then, the effects of the most efficient and effective intervention on on-task, disruptive, and work completion behaviors were compared relative to a baseline condition over time. There were individual differences in responses to the intervention, but all students responded to at least one treatment. Further, an extended analysis of the alternative baseline conditions using a BAB design was applied that included a treatment phase with the hypothesized efficient and effective treatment and a baseline phase. Results showed that selected interventions decreased disruptive behavior and increased on-task and work completion for all three participants over time relative to baseline.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-1251 |
| Date | 01 May 2009 |
| Creators | Knapp, Jaclyn King |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). |
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