Functionally-Indicated Choice-Making Interventions to Address Academic and Social Behaviors of Adolescent Students with Emotional/Behavioral Disorders (E/BD) in a Residential Facility

University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/

Y

22

Behavior Problems; Antisocial Behavior; Student Behavior; Adolescents; Behavior Disorders; Emotional Disturbances; Residential Programs; Intervention; Behavior Modification; Grade 6; Grade 7; Grade 8; Mathematics Instruction; Program Effectiveness; Positive Behavior Supports; Decision Making; Functional Behavioral Assessment; Middle School Students; Check Lists; Questionnaires; Interviews; Observation; Hypothesis Testing

0749-4025
2376-6670

Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results indicate that choice of task sequence for two of the three participants with avoidance-maintained behaviors exhibited reduced disruptive behaviors and increased task completion and accuracy. Results were mixed for the six participants with access-maintained behavior. The three participants decreased their disruptive behaviors and increased task completion and accuracy. For the other three participants, decreased disruptive behavior and increased task completion and accuracy occurred for the non-functionally indicated avoidance type of choice. Future directions for choice-making interventions are discussed as well as limitations of the present study.

As Provided

2017

EJ1151457