Function-based planning for young children at risk for emotional and behavioral disorders

Kari N. Nahgahgwon, John Umbreit, Carl J. Liaupsin, Amina M. Turton

Research output: Contribution to journalArticle

21 Scopus citations

Abstract

This study examined the efficacy of function-based intervention for young children at-risk for emotional and behavioral disorders (EBD) in inclusive environments. Participants were two kindergarten students and one first-grade student, all of whom exhibited chronic disruptive behavior in the classroom despite previous interventions implemented through their school's existing behavioral support system. The study was conducted across three phases: (a) a descriptive functional behavioral assessment (FBA) was completed for each student, (b) a systematic process was used to construct and then test individualized interventions, and (c) the interventions were then provided to each student during his most problematic classroom activity using a multiple baseline design. Classroom interventions substantially improved the on-task behavior of each student, and social validity ratings by teachers showed strong preference for the function-based intervention over the previously used classroom practices. Implications, limitations, and directions for future research are presented.

Original languageEnglish (US)
Pages (from-to)537-559
Number of pages23
JournalEducation and Treatment of Children
Volume33
Issue number4
DOIs
StatePublished - Nov 1 2010

Keywords

  • Challenging behavior
  • Children at risk
  • Function-based intervention
  • Functional behavioral assessment

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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