<p> Function-based assessments and interventions are routinely used in school settings as an effective method to address problem behaviors that impede the learning of the student or others. When function-based interventions are not successful, it is often due to problems with treatment integrity (TI). Using an ABCBC single subject design, this study examined whether function-based teacher supports could improve TI. The results demonstrated that the function-based supports provided to the teacher resulted in higher levels of TI and improvements in student behavioral outcomes. Using function-based intervention concepts to develop teacher intervention support, limitations to the study, and directions for future research are discussed.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10146442 |
| Date | 18 August 2016 |
| Creators | Montano, Corey J. |
| Publisher | The University of Arizona |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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