Addressing the Challenging Behavior of Young Children through Systematic Function-Based Intervention

Autor/inn/en	Wood, Brenna K.; Ferro, Jolenea B.; Umbreit, John; Liaupsin, Carl J.
Titel	Addressing the Challenging Behavior of Young Children through Systematic Function-Based Intervention
Quelle	In: Topics in Early Childhood Special Education, 30 (2011) 4, S.221-232 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121410378759
Schlagwörter	Behavior Problems; Intervention; Young Children; Functional Behavioral Assessment; Behavior Modification; Special Education; Inclusion; Preschool Children; Observation; Interviews; Followup Studies; Program Effectiveness; Rural Schools; Reinforcement; Arizona + Suchen Sie Ihr Suchwort? Frühe Kindheit; Behaviour modification; Verhaltensänderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Beobachtung; Interviewing; Interviewtechnik; Follow-up studies; Kontaktstudium; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Positive Verstärkung
Abstract	A decision model was used to systematically construct function-based interventions for the disruptive behaviors of three young children (ages 3.75-4.75 years) receiving special education services in inclusive preschool settings. The study was conducted in three phases. In Part 1, descriptive functional behavioral assessments (FBAs) were conducted. Each FBA included structured interviews and direct observations that were used to identify the functions of target behaviors. In Part 2, function-based interventions were constructed for each participant . In Part 3, these interventions were implemented within ongoing activities in their preschool classrooms. The study covered nearly 9 weeks. Baseline and intervention were conducted for 17 sessions (nearly 6 weeks). Follow-up data were collected weekly for an additional 3 weeks. The interventions, when implemented correctly, produced dramatic improvements in the students' behavior. Implications for future research are discussed. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10