Prior researchers have shown that school-aged staff can identify behavior function and function-matched interventions following training. Limited research has been done with preschool staff on the process of identifying function of behavior and selecting function-matched interventions to decrease problem behavior. A multiple baseline across participants’ design was used to measure preschool teachers’ accuracy of identification of behavior function and function-matched interventions. Participants analyzed descriptive data to identify function of behavior and select function-matched interventions. Results from this study demonstrated that preschool teachers can independently identify function-matched and nonfunction matched interventions with greater accuracy after training.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-6107 |
| Date | 01 May 2016 |
| Creators | Cox, Laura V. |
| 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 digitalcommons@usu.edu. |
Page generated in 0.0014 seconds