Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges.
Identifieur interne : 000529 ( Pmc/Checkpoint ); précédent : 000528; suivant : 000530Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges.
Auteurs : L. Kern ; K E Childs ; G. Dunlap ; S. Clarke ; G D FalkSource :
- Journal of Applied Behavior Analysis [ 0021-8855 ] ; 1994.
Abstract
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 school year.
Url:
DOI: 10.1901/jaba.1994.27-7
PubMed: 8188564
PubMed Central: 1297773
Affiliations:
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<author><name sortKey="Dunlap, G" sort="Dunlap, G" uniqKey="Dunlap G" first="G" last="Dunlap">G. Dunlap</name>
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<author><name sortKey="Clarke, S" sort="Clarke, S" uniqKey="Clarke S" first="S" last="Clarke">S. Clarke</name>
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<author><name sortKey="Falk, G D" sort="Falk, G D" uniqKey="Falk G" first="G D" last="Falk">G D Falk</name>
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<front><div type="abstract" xml:lang="en"><p>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 school year.</p>
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<pmc article-type="research-article"><pmc-comment>The publisher of this article does not allow downloading of the full text in XML form.</pmc-comment>
<front><journal-meta><journal-id journal-id-type="nlm-ta">J Appl Behav Anal</journal-id>
<journal-title>Journal of Applied Behavior Analysis</journal-title>
<issn pub-type="ppub">0021-8855</issn>
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<title-group><article-title>Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges.</article-title>
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<contrib-group><contrib contrib-type="author"><name><surname>Kern</surname>
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<contrib contrib-type="author"><name><surname>Childs</surname>
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<contrib contrib-type="author"><name><surname>Dunlap</surname>
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<contrib contrib-type="author"><name><surname>Clarke</surname>
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<contrib contrib-type="author"><name><surname>Falk</surname>
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<aff>University of Pennsylvania, Philadelphia.</aff>
<pub-date pub-type="ppub"><season>Spring</season>
<year>1994</year>
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<volume>27</volume>
<issue>1</issue>
<fpage>7</fpage>
<lpage>19</lpage>
<abstract><p>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 school year.</p>
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<name sortKey="Dunlap, G" sort="Dunlap, G" uniqKey="Dunlap G" first="G" last="Dunlap">G. Dunlap</name>
<name sortKey="Falk, G D" sort="Falk, G D" uniqKey="Falk G" first="G D" last="Falk">G D Falk</name>
<name sortKey="Kern, L" sort="Kern, L" uniqKey="Kern L" first="L" last="Kern">L. Kern</name>
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