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Using Functional Behavior Assessment to Develop Behavior Interventions for Students in Head Start

Morehead State University

C. Michael Nelson

University of Kentucky

A withdrawal design repeated across three children enrolled in two Head Start classrooms was used to investigate the effectiveness of functional assessment-based interventions to decrease inappropriate behavior. The two questions addressed in the study were (a) Will a behavior intervention plan based on functional behavior assessment conducted in the natural setting be effective in reducing inappropriate classroom behavior for young children? and (b) Will teachers perceive assessment-based interventions to be acceptable and feasible? Results indicated that the procedure yielded effective behavior interventions and teachers found the interventions socially valid. The use of functional assessment as a preventive and proactive strategy is discussed.

Key Words: functional behavior assessment • Head Start • preschool • behavior intervention plan • early childhood • prevention

This version was published on January 1, 2009

Journal of Positive Behavior Interventions, Vol. 11, No. 1, 3-21 (2009)
DOI: 10.1177/1098300708318960


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