The Effects of Data-Based, Individualized Interventions for Behavior

Autor/inn/en	Bruhn, Allison L.; Rila, Ashley; Mahatmya, Duhita; Estrapala, Sara; Hendrix, Nicole
Titel	The Effects of Data-Based, Individualized Interventions for Behavior
Quelle	In: Journal of Emotional and Behavioral Disorders, 28 (2020) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426618806279
Schlagwörter	Student Behavior; Behavior Problems; Intervention; Behavior Modification; Student Needs; Program Effectiveness; Progress Monitoring; Positive Behavior Supports; Elementary School Teachers; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Data-based individualization (DBI) is a systematic process used to guide teachers in making decisions related to students' responsiveness to intervention. Whereas this process has been used extensively with academic interventions, far less is known about DBI used within the context of behavioral interventions. In this study, elementary general and special education teachers (a) implemented a technology-based, self-monitoring intervention with students exhibiting challenging behavior; and (b) used DBI to evaluate student progress and make intervention adaptations accordingly. Results of multilevel modeling indicated students improved their positive behavior significantly (p < 0.001) from baseline to intervention. For most students, once they began intervention, positive behaviors either maintained or increased gradually when teachers made adaptations to the self-monitoring intervention. In addition to these results, an analysis of the effects of different intervention adaptations (e.g., raising or lowering goals, increasing or decreasing interval length) and visual analysis of individual students' response are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01