Context-based functional assessment and intervention for preschool-age children with problem behaviors in childcare

Persistent Link:
http://hdl.handle.net/10150/282277
Title:
Context-based functional assessment and intervention for preschool-age children with problem behaviors in childcare
Author:
Blair, Kwang-Sun Cho, 1958-
Issue Date:
1996
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:
A context-based functional assessment was conducted to identify variables that influenced the problem behaviors of four preschool age children in a childcare center, and the effects of intervention programs which were developed based on the assessment results were evaluated. Generality to non-targeted situations and children was also investigated. In addition, treatment acceptability was assessed to determine the acceptability of the intervention procedures. Structured interviews and observations were employed to develop hypotheses about relevant variables. The hypotheses were tested using a combination of reversal and multielement designs. Antecedent variables (preference, task length, availability of centers, and social skills) and a consequent variable (attention) were manipulated to determine their effects on problem and appropriate behaviors during preacademic and table activities. Preference was a common variable that influenced the problem behaviors of all of the participating children. However, for one child, a complex interaction among variables (preference, social skills, and attention) was demonstrated. A combination of multiple-baseline and multielement designs was used during the intervention phase to evaluate the intervention effects across children and teachers and to compare the two stages of intervention. The assessment-based interventions reduced the problem behaviors of the children and the negative interactions of teachers, and increased positive teacher interaction. In addition, generality was demonstrated to non-targeted activities and children. The results also demonstrated that the intervention procedures could successfully be applied by multiple teachers with multiple children. Finally, the acceptability of the intervention procedures was high across teachers and children.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Psychology, Behavioral.; Education, Early Childhood.; Education, Curriculum and Instruction.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education and Rehabilitation
Degree Grantor:
University of Arizona
Advisor:
Umbreit, John; Bos, Candace S.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleContext-based functional assessment and intervention for preschool-age children with problem behaviors in childcareen_US
dc.creatorBlair, Kwang-Sun Cho, 1958-en_US
dc.contributor.authorBlair, Kwang-Sun Cho, 1958-en_US
dc.date.issued1996en_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.abstractA context-based functional assessment was conducted to identify variables that influenced the problem behaviors of four preschool age children in a childcare center, and the effects of intervention programs which were developed based on the assessment results were evaluated. Generality to non-targeted situations and children was also investigated. In addition, treatment acceptability was assessed to determine the acceptability of the intervention procedures. Structured interviews and observations were employed to develop hypotheses about relevant variables. The hypotheses were tested using a combination of reversal and multielement designs. Antecedent variables (preference, task length, availability of centers, and social skills) and a consequent variable (attention) were manipulated to determine their effects on problem and appropriate behaviors during preacademic and table activities. Preference was a common variable that influenced the problem behaviors of all of the participating children. However, for one child, a complex interaction among variables (preference, social skills, and attention) was demonstrated. A combination of multiple-baseline and multielement designs was used during the intervention phase to evaluate the intervention effects across children and teachers and to compare the two stages of intervention. The assessment-based interventions reduced the problem behaviors of the children and the negative interactions of teachers, and increased positive teacher interaction. In addition, generality was demonstrated to non-targeted activities and children. The results also demonstrated that the intervention procedures could successfully be applied by multiple teachers with multiple children. Finally, the acceptability of the intervention procedures was high across teachers and children.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectPsychology, Behavioral.en_US
dc.subjectEducation, Early Childhood.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorUmbreit, Johnen_US
dc.contributor.advisorBos, Candace S.en_US
dc.identifier.proquest9720698en_US
dc.identifier.bibrecord.b3460800xen_US
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