Journal article
Examining the Effects of Functional Assessment-Based Interventions With High School Students
Preventing School Failure: Alternative Education for Children and Youth, Vol.60(2), pp.106-116
04/02/2016
DOI: 10.1080/1045988X.2015.1030721
Abstract
In two studies, the systematic approach to designing functional assessment-based interventions (FABIs) created by Umbreit, Ferro, Liaupsin, and Lane (2007) was used with high school students receiving special education services in self-contained classrooms reserved for students with persistent behavior problems. In Study 1, an AB design was used with a male student with high rates of off-task behavior. In Study 2, an ABAB design was used with a female student exhibiting inappropriate language. Results from both studies indicated that a multi-component FABI can decrease target behaviors for high school students. Treatment fidelity data indicated that a less complicated intervention may increase the accuracy with which interventions are implemented. Brief discussions of each study as well as an overall discussion synthesizing findings across studies are included.
Details
- Title: Subtitle
- Examining the Effects of Functional Assessment-Based Interventions With High School Students
- Creators
- Allison L BruhnErica Kaldenberg - University of IowaKemlyn Tan Bappe - University of IowaBrian Brandsmeier - University of IowaAshley Rila - University of IowaLindsay Lanphier - University of IowaMegan Lewis - University of IowaAlexandra Slater - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Preventing School Failure: Alternative Education for Children and Youth, Vol.60(2), pp.106-116
- DOI
- 10.1080/1045988X.2015.1030721
- ISSN
- 1045-988X
- eISSN
- 1940-4387
- Publisher
- Routledge
- Language
- English
- Date published
- 04/02/2016
- Academic Unit
- UI REACH; Center for Social Science Innovation; Teaching and Learning
- Record Identifier
- 9983993322102771
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