USING ASSESSMENT‐BASED CURRICULAR INTERVENTION TO IMPROVE THE CLASSROOM BEHAVIOR OF A STUDENT WITH EMOTIONAL AND BEHAVIORAL CHALLENGES
作者:
Lee Kern,
Karen E. Childs,
Glen Dunlap,
Shelley Clarke,
George D. Falk,
期刊:
Journal of Applied Behavior Analysis
(WILEY Available online 1994)
卷期:
Volume 27,
issue 1
页码: 7-19
ISSN:0021-8855
年代: 1994
DOI:10.1901/jaba.1994.27-7
出版商: Blackwell Publishing Ltd
关键词: classroom behavior;curriculum design;emotional and behavior disorders;functional analysis
数据来源: WILEY
摘要:
We evaluated a process of descriptive assessment, functional assessment, and assessment‐based intervention with an elementary‐school child who was described as having emotional and behavioral challenges, but who also exhibited above‐average intelligence and communication skills. During a hypothesis‐development phase, information was gathered from several sources including an interview that was conducted directly with the participant. Descriptive information collected during this phase produced five hypotheses about variables maintaining the problem behavior that were then tested experimentally in the classroom environment. The resulting functional assessment data supported the hypotheses. Intervention packages based on the hypotheses were implemented sequentially across English, spelling, and math classes. The interventions were successful in increasing on‐task behavior, and the improvements were maintained for the remainder of the sc
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