Dissertation/Thesis Abstract

The effect of function-based supports on treatment integrity of function-based interventions
by Montano, Corey J., Ph.D., The University of Arizona, 2016, 61; 10146442
Abstract (Summary)

Function-based assessments and interventions are routinely used in school settings as an effective method to address problem behaviors that impede the learning of the student or others. When function-based interventions are not successful, it is often due to problems with treatment integrity (TI). Using an ABCBC single subject design, this study examined whether function-based teacher supports could improve TI. The results demonstrated that the function-based supports provided to the teacher resulted in higher levels of TI and improvements in student behavioral outcomes. Using function-based intervention concepts to develop teacher intervention support, limitations to the study, and directions for future research are discussed.

Indexing (document details)
Advisor: Liaupsin, Carl J.
Commitee: Fletcher, Todd V., Umbreit, John
School: The University of Arizona
Department: Special Education
School Location: United States -- Arizona
Source: DAI-A 77/12(E), Dissertation Abstracts International
Subjects: Education, Special education
Keywords: Behavior intervention plan, Function based assessment, Function based intervention, Function based supports, Positive behavior supports, Treatment integrity
Publication Number: 10146442
ISBN: 978-1-369-01796-0
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