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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.
| 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 |
| Source Type: | DISSERTATION |
| 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 |
