Literaturnachweis - Detailanzeige
| Autor/in | Swoszowski, Nicole Cain |
|---|---|
| Titel | Function-Based Responding to Check In/Check Out for Students with Emotional and Behavioral Disorders in a Residential Facility |
| Quelle | (2010), (100 Seiten)
PDF als Volltext Ph.D. Dissertation, Georgia State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-1240-4737-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Intervention; Behavior Disorders; Functional Behavioral Assessment; Emotional Disturbances; Student Behavior; Behavior Modification; Residential Programs; Correlation; Program Effectiveness; Attention; Generalization; Special Education |
| Abstract | The Check in/Check out (CICO) strategy is a secondary tier intervention designed to address those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports (SW-PBIS), and require more targeted support. The present study extended the implementation of the CICO strategy to a residential facility. In addition, the study sought to determine the relationship between the maintaining function of behavior and responsiveness to CICO when a functional behavior assessment was conducted prior to the implementation of CICO. Six students with emotional and behavioral disorders (E/BD) in a residential setting participated in the study; three with attention-maintained behavior and three with escape-maintained behavior. Results of a nonconcurrent multiple baseline across participants design indicate that the mean total composite percentage of problem behavior improved for all three students with attention-maintained behavior, and the effect of the intervention generalized to the second most problematic classroom for two out of three. Further support of effectiveness of the intervention for attention maintained behavior is percentage of all non-overlapping data (PAND) of 90% or higher for two of three students. The mean total composite percentage of problem behavior for students with escape-maintained behavior improved for all three students, with a moderate change noted for Kevin. Only one student demonstrated generalization of effect in the second most problematic classroom and PAND above 90%. Future directions and limitations of the research also are addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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