Decreasing Disruptive Vocalizations of a Student with High-Functioning Autism across Three General Education Classrooms

Autor/inn/en	Banda, Devender R.; Hart, Stephanie L.; Kercood, Suneeta
Titel	Decreasing Disruptive Vocalizations of a Student with High-Functioning Autism across Three General Education Classrooms
Quelle	In: Preventing School Failure, 56 (2012) 2, S.104-109 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2011.592167
Schlagwörter	Behavior Problems; General Education; Autism; Functional Behavioral Assessment; Inclusion; Mainstreaming; Behavior Modification; Attention; Program Effectiveness; Grade 3 + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Autismus; Inklusion; Behaviour modification; Verhaltensänderung; Aufmerksamkeit; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	The authors conducted this study to decrease disruptive vocalizations in a 3rd-grade student with high-functioning autism across 3 general education classrooms. They used direct and indirect approaches of functional behavior assessment to determine the function of the disruptive behavior. Results indicated that the behavior was maintained by attention from the teachers. To reduce the disruptive vocalizations, the teachers implemented noncontingent attention, which was tracked across 3 content areas with 3 different teachers in 3 settings using an AB design. Results showed decreased disruptive vocalizations across all 3 environments. Results and implications for practice and research are discussed. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10