This Article Full Text (OnlineFirst PDF) All Versions of this Article: 1098300708318960v1 11/1/3    most recent Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by McLaren, E. M. Articles by Nelson, C. M. Search for Related Content Social Bookmarking                         What's this?

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

^* To whom correspondence should be addressed. E-mail: e.mclaren{at}moreheadstate.edu.

	Abstract

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.

First published on July 1, 2008, doi:10.1177/1098300708318960

Journal of Positive Behavior Interventions 2009;11:3.

A more recent version of this article appeared on January 1, 2009


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?