A Preliminary Study in Applying the Function-Based Intervention Decision Model in Consultation to Increase Treatment Integrity

Autor/inn/en	Gann, Candace J.; Kunnavatana, S. Shanun
Titel	A Preliminary Study in Applying the Function-Based Intervention Decision Model in Consultation to Increase Treatment Integrity
Quelle	In: Education and Treatment of Children, 39 (2016) 4, S.445-466 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Intervention; Classroom Techniques; Functional Behavioral Assessment; Self Contained Classrooms; Emotional Disturbances; Models; Program Implementation; Program Effectiveness; Student Behavior; Special Education Teachers; Elementary School Students; Positive Behavior Supports; Teacher Behavior; Time on Task; Fidelity; Reading Instruction; Likert Scales; Scores; Statistical Analysis; Observation + Suchen Sie Ihr Suchwort? Klassenführung; Gefühlsstörung; Analogiemodell; Student behaviour; Schülerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten; Zeitaufwand; Leseunterricht; Likert-Skala; Statistische Analyse; Beobachtung
Abstract	This preliminary study investigated the use of the Function-Based Intervention Decision Model (Decision Model; Umbreit, Ferro, Liaupsin, & Lane, 2007) to improve teacher treatment integrity for a function-based classroom management plan. The participants were a special education teacher and three elementary-age students receiving special education services for emotional disturbance (ED) who engaged in disruptive, off-task behavior. This study was conducted in two parts: (a) a comprehensive functional assessment-based classroom management plan was systematically designed for a self-contained classroom of students with ED using the Decision Model, and (b) a functional assessment-based consultation (FABC) plan was systematically constructed using the Decision Model and implemented with the teacher participant to evaluate its effect on treatment integrity using a single-subject modified changing criterion design. Results of this study showed improvement in treatment integrity following the implementation of FABC, as well as improvement in student on-task behavior. Limitations and future directions are discussed. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01