Abstract

The differential effects of interventions aligned with indicated and non-indicated behavioral function were studied. Disruptive behavior of a fourth grade child at risk for emotional and behavioral disorders (EBD) was assessed through functional behavioral assessment (FBA) procedures. Following the FBA, three interventions were designed, only one based on an indicated behavioral function. Each intervention was assessed within a multi-element design. The intervention based on the student’s identified behavioral function resulted in the greatest increase in on-task behaviors and the greatest reduction in disruptions. These results are discussed in terms of the effectiveness of using functional behavioral assessment for designing interventions.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 393-406
Launched on MUSE
2014-08-17
Open Access
No
Archive Status
Archived 2020
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