Early Intervention Using Function-Based Planning For Children At-Risk for Emotional or Behavioral Disorders

Persistent Link:
http://hdl.handle.net/10150/194169
Title:
Early Intervention Using Function-Based Planning For Children At-Risk for Emotional or Behavioral Disorders
Author:
Nahgahgwon, Kari Noelle
Issue Date:
2008
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to contribute to the literature by examining a systematic set of methods to assess and treat the problem behavior of young at-risk children. This study examined the use of the Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) with two kindergarten students and one first grade student who were exhibiting chronic behavior problems despite implementation of interventions through their school's existing support system. The study was conducted across three phases including: Phase I (Descriptive Functional Assessment), Phase II (Intervention Development/Testing) and Phase III (Intervention Implementation). Interventions in Phase III, were systematically introduced to each student using a Multiple Baseline Design. The Decision Model was used to develop interventions that resulted in reductions in each child's disruptive behavior and increases in on-task academic behavior. Social validity was examined using the TARF-R and resulted in high acceptability ratings from each teacher responsible for implementing the intervention for each student. Limitations and directions for future research are discussed.
Type:
text; Electronic Dissertation
Keywords:
functional behavioral assessment; function-based intervention; at-risk young children; emotional or behavioral disorders
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
School Psychology; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Umbreit, John

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleEarly Intervention Using Function-Based Planning For Children At-Risk for Emotional or Behavioral Disordersen_US
dc.creatorNahgahgwon, Kari Noelleen_US
dc.contributor.authorNahgahgwon, Kari Noelleen_US
dc.date.issued2008en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to contribute to the literature by examining a systematic set of methods to assess and treat the problem behavior of young at-risk children. This study examined the use of the Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) with two kindergarten students and one first grade student who were exhibiting chronic behavior problems despite implementation of interventions through their school's existing support system. The study was conducted across three phases including: Phase I (Descriptive Functional Assessment), Phase II (Intervention Development/Testing) and Phase III (Intervention Implementation). Interventions in Phase III, were systematically introduced to each student using a Multiple Baseline Design. The Decision Model was used to develop interventions that resulted in reductions in each child's disruptive behavior and increases in on-task academic behavior. Social validity was examined using the TARF-R and resulted in high acceptability ratings from each teacher responsible for implementing the intervention for each student. Limitations and directions for future research are discussed.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectfunctional behavioral assessmenten_US
dc.subjectfunction-based interventionen_US
dc.subjectat-risk young childrenen_US
dc.subjectemotional or behavioral disordersen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSchool Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairUmbreit, Johnen_US
dc.contributor.committeememberBergan, Johnen_US
dc.contributor.committeememberPerfect, Michellen_US
dc.contributor.committeememberLiaupsin, Carlen_US
dc.identifier.proquest2593en_US
dc.identifier.oclc659748524en_US
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