Use of the Daily Behavior Report Card and Response Dependent Fading to Increase Academic Engagement and Reduce Behavior Challenges in an Elementary Student With Developmental Delay and Attention Deficits: Initial Effects, Maintenance, and Social Validity

Description

Daily Behavior Report Card effects on Academic Engaged Time of a 6 year-old boy with Developmental Delay and attention deficits were evaluated with a reversal design. Increased AET was maintained at normative levels during DBRC response dependent fading. Teacher intervention ratings demonstrated social validity. Research and practical issues are discussed

Links & Downloads

1. https://dc.etsu.edu/etsu-works/4170

Tags

academic engagement

daily behavior

Disability and Equity in Education

Educational Psychology

Special Education and Teaching

Additional Fields

Identifer	oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-5356
Date	01 October 2018
Creators	Alrumayh, Ziyad, Fox, James, Hudson, Tina M., Hitt, Sara Beth
Publisher	Digital Commons @ East Tennessee State University
Source Sets	East Tennessee State University
Detected Language	English
Type	text
Source	ETSU Faculty Works