The Effect of Function-based Supports on Treatment Integrity of Function-based Interventions

Persistent Link:
http://hdl.handle.net/10150/620989
Title:
The Effect of Function-based Supports on Treatment Integrity of Function-based Interventions
Author:
Montano, Corey Joanna
Issue Date:
2016
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:
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.
Type:
text; Electronic Dissertation
Keywords:
Function Based Assessment; Function Based Intervention; Function Based Supports; Positive Behavior Supports; Treatment Integrity; Special Education; Behavior Intervention Plan
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education
Degree Grantor:
University of Arizona
Advisor:
Liaupsin, Carl J.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleThe Effect of Function-based Supports on Treatment Integrity of Function-based Interventionsen_US
dc.creatorMontano, Corey Joannaen
dc.contributor.authorMontano, Corey Joannaen
dc.date.issued2016-
dc.publisherThe University of Arizona.en
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
dc.description.abstractFunction-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.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectFunction Based Assessmenten
dc.subjectFunction Based Interventionen
dc.subjectFunction Based Supportsen
dc.subjectPositive Behavior Supportsen
dc.subjectTreatment Integrityen
dc.subjectSpecial Educationen
dc.subjectBehavior Intervention Planen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineSpecial Educationen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorLiaupsin, Carl J.en
dc.contributor.committeememberLiaupsin, Carl J.en
dc.contributor.committeememberUmbreit, Johnen
dc.contributor.committeememberFletcher, Todd V.en
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