2-Shapes (Stuebe, 2017), an art-based antecedent intervention, was introduced as an intervention to regulate disruptive behaviors in this study. The researcher was interested in discovering whether this art-based antecedent activity could help manage self-regulation in a K3 student during group time. The goal of this art-based antecedent study was to provide a meaningful intervention to a child that supports self-regulation, improves self-awareness, and supports intrapersonal and interpersonal thought processes to manage changing conditions. The results of the study revealed the importance of completing a thorough Functional Behavioral Assessment followed by a Functional Analysis to understand the function of a class of disruptive behaviors exhibited by a K3 child. The interview process prior to any assessments may answer many of the questions researchers have about the function of target behaviors and should be completed thoroughly with a great deal of thought and detail. This study demonstrated the need for addressing these steps in determining an appropriate intervention. Results from a Functional Analysis performed after the data collection process determined that the function of the disruptive behavior was attention and that this intervention, if proven effective, would have been addressing the function of attention and therefore would have been an effective treatment for the identified child.
|Advisor:||Cumella, Edward, Wilson, Susan|
|Commitee:||Cumella, Edward, Wilson, Susan|
|School:||Purdue University Global|
|Department:||Arts & Sciences|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||Behavioral psychology, Early childhood education, Educational psychology, Experimental psychology|
|Keywords:||Art therapy, Art-based antecedent intervention, Disruptive behavior, Functional analysis, Functional behavior assessment, Self-regulation|
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