Literaturnachweis - Detailanzeige
Autor/in | Haydon, Todd |
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Titel | Using Functional Behavior Assessment to Match Task Difficulty for a 5th Grade Student: A Case Study |
Quelle | In: Education and Treatment of Children, 35 (2012) 3, S.459-476 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0748-8491 |
Schlagwörter | Instructional Effectiveness; Learning Disabilities; Program Effectiveness; Special Education; Intervention; Functional Behavioral Assessment; Grade 5; Intervals; Teaching Methods; Elementary School Mathematics; Time on Task; Behavior Problems |
Abstract | We used an AB design with a control condition to examine the effects of an academic strategy on a student with a learning disability during a 5th grade math class. During baseline the student had high rates of disruptive behavior, low percentages of intervals of on-task behavior, and low percentages of correct responses. An antecedent-based intervention was developed to target the student's escape-maintained behavior during independent seatwork. The intervention consisted of matching task difficulty with the student's level of performance based on his success in a special education resource room. During intervention the targeted student demonstrated lower rates of disruptive behavior, higher levels of on-task behavior, and higher percentages of correct responses. The student's positive results were compared to his performance in a special education resource room. A discussion on study limitations, implications, and future research directions is included. (Contains 3 figures.) (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 | 2017/4/10 |