Using functional assessment and children's preferences to improve the behavior of young children with behavioral disorders

Kwang Sun C Blair, John Umbreit, Candace S. Bos

Research output: Contribution to journalArticle

43 Citations (Scopus)

Abstract

Functional assessments conducted individually with four young children (ages 60-63 months) with behavioral disorders indicated that their behavior improved substantially when they engaged in preferred activities. An intervention in which these activities were imbedded within their existing curricula produced dramatic reductions in their problem behaviors. Probes conducted in nontargeted activities showed good generality with these children and with two nontargeted peers. Substantial increases in positive teacher interaction also occurred when the intervention was implemented. Treatment acceptability data indicated that the teachers strongly preferred the intervention over the instructional and behavior management procedures they had used previously. Finally, procedural reliability data indicated that the teachers could implement the intervention procedures properly even with limited training and support.

Original languageEnglish (US)
Pages (from-to)151-166
Number of pages16
JournalBehavioral Disorders
Volume24
Issue number2
StatePublished - Feb 1999
Externally publishedYes

Fingerprint

Child Behavior
Training Support
Curriculum
teacher
curriculum
Therapeutics
interaction
management
Problem Behavior

ASJC Scopus subject areas

  • Psychology(all)
  • Clinical Psychology
  • Developmental and Educational Psychology

Cite this

Using functional assessment and children's preferences to improve the behavior of young children with behavioral disorders. / Blair, Kwang Sun C; Umbreit, John; Bos, Candace S.

In: Behavioral Disorders, Vol. 24, No. 2, 02.1999, p. 151-166.

Research output: Contribution to journalArticle

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