Children at-risk for emotional and behavioral disorders (EBD) are likely to display problem behavior at higher frequencies than other children. Although early intervention may improve long term outcomes, children at-risk for EBD are less likely to access preventative services than children with identified developmental or physical disabilities. Preventative interventions to address problem behavior and classroom engagement for at-risk children are more likely to be implemented by general education staff who report an inability to identify appropriate interventions that are feasible in non-specialized settings. Antecedent interventions are often used as preventative interventions to address problem behavior and engagement, but few studies have evaluated their effectiveness with children at-risk for disability. The following study evaluated the effectiveness of two commonly recommended antecedent interventions that have limited empirical support for use with children at-risk for disability: social stories and visual supports. Two comparisons were conducted in the context of sequential alternating treatments designs: social stories comparison and visual supports comparison. Social stories were ineffective in improving childrenâs levels of engagement during targeted activities; visual supports resulted in increases in childrenâs engagement relative to baseline conditions. Future use of visual supports for children at-risk for EBD should include evaluations of the feasibility of implementation by teaching staff.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03262018-182850 |
| Date | 28 March 2018 |
| Creators | Zimmerman, Kathleen Nicole |
| Contributors | Erin E. Barton, Jennifer R. Ledford, Daniel M. Maggin, Blair P. Lloyd |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03262018-182850/ |
| Rights | restrictsix, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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