A Function-Based Intervention to Decrease Disruptive Behavior and Increase Academic Engagement

Autor/inn/en	Lane, Kathleen Lynne; Smither, Rachel; Huseman, Rachel; Guffey, Jennifer; Fox, James
Titel	A Function-Based Intervention to Decrease Disruptive Behavior and Increase Academic Engagement
Quelle	In: Journal of Early and Intensive Behavior Intervention, 3 (2007) 4-, S.348-364 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-4893
Schlagwörter	Student Behavior; Intervention; Self Control; Reinforcement; Outcomes of Treatment; Kindergarten; Functional Behavioral Assessment; Behavior Modification; Antisocial Behavior; Student Participation; Interpersonal Competence; Academic Ability; Tennessee + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Selbstbeherrschung; Positive Verstärkung; Behaviour modification; Verhaltensänderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonale Kompetenz
Abstract	A range of interventions exist to prevent and respond to disruptive classroom behavior. This study documents the efficacy of a function-based intervention conducted using a multiple baseline across settings design. Despite moderately variable levels of treatment fidelity, results suggest a functional relation between the introduction of a package intervention and corresponding increases in academic engagement and decreases in disruption. Limitations and implications for future research are presented. (Contains 1 figure.) (As Provided).
Anmerkungen	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10