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The effect of function-based supports on treatment integrity of function-based interventions

<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>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10146442
Date18 August 2016
CreatorsMontano, Corey J.
PublisherThe University of Arizona
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

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