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Functional assessments and individualized intervention plans: Increasing the behavior adjustment of urban learners in general and special education settings
Lo, Ya-yu

2003, Doctor of Philosophy, Ohio State University, Physical Activity and Educational Services.
This study investigated the effects of function-based interventions on the off-task behavior and appropriate alternative responses (i.e., adult attention recruitment behavior) of four urban elementary-aged students with classroom problem behaviors. Two second-grade general education students and two fourth-grade special education students participated in the study. A functional assessment including multiple direct and indirect descriptive measures was conducted with each participant to identify the behavioral functions of the student’s classroom problem behavior. The results of the functional assessments for all students indicated that adult attention was the primary social variable that sustained the occurrences of the students’ off-task behavior. A function-based intervention, consisting of attention recruitment training and a self-monitoring program, was subsequently developed to reduce the off-task behavior. The attention recruitment training was first implemented in which each participant was taught the desired behavior that was incompatible to the off-task behavior (i.e., staying on task and completing work on time) as well as the appropriate alternative response that was functionally equivalent to the off-task behavior (i.e., appropriate adult attention recruitment). Each participant was then taught to self-monitor the desired and appropriate alternative behavior in the classrooms. A multiple-baseline-across-subjects design was used to evaluate both treatment and generality effects. Moderate to substantial decreases of off-task behavior were observed for all four participants during the intervention. The low level of off-task behavior was maintained during the maintenance condition. The reductions of off-task behavior were socially significant for three of the four participants in that their off-task behavior fell within the behavioral ranges of the comparison peers. In addition, the function-based interventions produced slight increases on appropriate attention recruitment behavior and decreases on inappropriate attention recruitment behavior. The generality effects of the function-based interventions on the students’ off-task behavior and attention recruitment behavior were somewhat positive, yet less compelling. Furthermore, teachers, parents, and students provided positive responses on the acceptability, feasibility, and usefulness of the function-based interventions. Results are discussed in terms of the efficacy of a function-based self-monitoring program with students of average and above average intellectual functioning in the school settings.
Gwendolyn Cartledge (Advisor)
319 p.

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Lo, Y. (2003). Functional assessments and individualized intervention plans: Increasing the behavior adjustment of urban learners in general and special education settings. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/

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Lo, Ya-yu. "Functional assessments and individualized intervention plans: Increasing the behavior adjustment of urban learners in general and special education settings." Electronic Thesis or Dissertation. Ohio State University, 2003. OhioLINK Electronic Theses and Dissertations Center. 24 Jul 2017.

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Lo, Ya-yu "Functional assessments and individualized intervention plans: Increasing the behavior adjustment of urban learners in general and special education settings." Electronic Thesis or Dissertation. Ohio State University, 2003. https://etd.ohiolink.edu/

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