Effects of a Comprehensive Function-Based Intervention Applied Across Multiple Educational Settings

Candace J. Gann, Jolenea B. Ferro, John Umbreit, Carl J. Liaupsin

Research output: Contribution to journalArticle

11 Scopus citations

Abstract

This study examined the feasibility and effectiveness of a comprehensive function-based intervention applied across multiple inclusive classroom settings. The participant was a middle school student diagnosed with Asperger Syndrome who exhibited chronic off-task behaviors across all academic environments. This study was conducted across two phases: (a) A descriptive functional behavior assessment (FBA) was conducted across all inclusive classroom environments and (b) a single, comprehensive function-based intervention was developed based on the results of the FBA followed by the implementation of a comprehensive function-based intervention in each inclusive classroom environment using a multiple probe design. The comprehensive function-based intervention markedly improved the participant's on-task behavior in each classroom setting. Furthermore, social validity ratings by each teacher revealed that the comprehensive, function-based intervention was preferable to the previously used classroom practices. Implications, limitations, and directions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)50-60
Number of pages11
JournalRemedial and Special Education
Volume35
Issue number1
DOIs
Publication statusPublished - 2014

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Keywords

  • analysis
  • Asperger syndrome
  • behavior
  • classroom
  • exceptionalities
  • functional assessment
  • inclusive
  • positive behavior supports
  • research methodology
  • single-subject

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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