초록

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Abstract ▼ AI-Helper

The purpose of this study was to examine the effects of functional assessment-based intervention on problem behaviors of one elementary school student with autism. This study included two experimental phases. During Phase 1, functional assessment was conducted to develop and test hypotheses about po...

The purpose of this study was to examine the effects of functional assessment-based intervention on problem behaviors of one elementary school student with autism. This study included two experimental phases. During Phase 1, functional assessment was conducted to develop and test hypotheses about possible relationships between environmental variables and problem behaviors. During Phase 2, functional assessment-based intervention was developed and implemented. An alternating treatments design and an A-B design were used for functional analysis and intervention. Based on the results of the functional analysis, the teaching assistant gave the participant appropriate tasks and the next task as soon as the previous task was completed. This multicomponent intervention, specifically, instructional modifications, immediately decreased problem behaviors. Such changes were generalized to the special education teacher and maintained after the intervention was discontinued. Intervention fidelity data indicated that the teaching assistant could conduct intervention with limited training. Finally, intervention acceptability data demonstrated that the teaching staff strongly accepted functional assessment-based intervention.

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