Date on Master's Thesis/Doctoral Dissertation

8-2017

Document Type

Doctoral Dissertation

Degree Name

Ph. D.

Department

Special Education

Degree Program

Curriculum and Instruction, PhD

Committee Chair

Scott, Terrance M.

Committee Co-Chair (if applicable)

Lingo, Amy S.

Committee Member

Lingo, Amy S.

Committee Member

Pennington, Robert C.

Committee Member

Frey, Andy

Committee Member

Tsai, Shu-Chen

Author's Keywords

functional behavioral assessment; emotional/behavioral disorder; functional communication training; self-monitoring; generalization

Abstract

The use of functional assessment based interventions to address the problem behavior of students with emotional/behavioral disorders (EBD) is supported by an emerging evidence base. Few studies, however, have assessed the generality (i.e., the transfer of behavior change across settings, behavior, or students) of function-based interventions for this population. This study employed a multiple baseline across students design to evaluate setting generalization of functional communication training (FCT) with self-monitoring for three students with or at-risk for EBD. FCT yielded significant reductions in problem behavior and increased rates of appropriate attention recruitment (i.e., hand-raising) for all three participants in isolation. However, no change in behavior was observed during concurrent observations in a generalization setting. Subsequently, self-mediated physical and verbal stimuli were introduced in the generalization setting to promote skill transfer. Each student responded to the generalization programming procedures with reduced rates of problem behavior and increased rates of hand-raising in generalization settings. Results of the study support the use of programmed generalization strategies with function-based interventions for students with EBD.

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