Evaluating the effects of function-based interventions with deaf or hard-of-hearing students

Candace J. Gann, Sarah E. Gaines, Shirin D. Antia, John Umbreit, Carl J. Liaupsin

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

This study examined the effectiveness of function-based interventions with students who are deaf or hard of hearing (D/HH). The participants were 3 elementary-aged males attending a center school for the deaf who exhibited chronic offtask behaviors throughout the school day. This study was conducted across 2 phases: (a) a descriptive functional behavior assessment (FBA) was conducted for each participant and (b) individualized function-based interventions were developed based on the results of the FBAs, followed by the implementation of the interventions in each classroom using a singlesubject, ABAB reversal design. The function-based interventions significantly improved each participant's on-task behavior in his classroom environment. Furthermore, social validity ratings by each teacher revealed that the interventions were effective, easy to implement, and appropriate for each participant. Implications for application of the procedures used in this study with the D/HH population, limitations, and directions for future research are discussed.

Original languageEnglish (US)
Article numberenv011
Pages (from-to)252-265
Number of pages14
JournalJournal of Deaf Studies and Deaf Education
Volume20
Issue number3
DOIs
StatePublished - Nov 18 2014

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

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