Effects Of Self Management Interventions With Functional Behavioral Assessment

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The journal article that I chose was Effects of Aligning Self-Management Interventions with Functional Behavioral Assessment. By Blake D. Hansen, Howard P. Wills and Debra M. Kamps. The article was about a fourth grade student that was at risk for emotional and behavioral disorders. He was assessed through functional behavioral assessment procedures, for this assessment three interventions were designed. Before the actual functional analysis began there was an interview using the Functional Assessment Checklist: Teachers and Staff and was referred to as FACTS the teachers expressed that the disruptive behavior was a concern during math class and it was hypothesized that the student engaged in the disruptive behavior in order to obtain adult attention. This was conducted in the student’s classroom with other students present, every session lasted 15 minutes. The three conditions experimented were 1.)Adult attention 2.)escape from academic demands and 3.) a control condition. During the adult attention condition the teacher let the student know she was busy and asked him to do other activities such as reading a book, the teacher purposely ignored the student until he showed disruptive behavior and then the teacher provided attention. When the attention was given the teacher would use mild reprimand such as "pay attention" or "stop being noisy" During the escape condition the teacher would ask the student to complete work task, if the student decided to engage in disruptive behavior the teacher would tell the student to take a break and would take away the work for 30 seconds. During the control condition the student was allowed to play in a preferred area in the room all the disruptive behaviors were ignored by the teacher but cod... ... middle of paper ... ...ervention that involved self-monitoring and attention produced the most prosperous effects for reducing disruptive behavior and increasing on-task behavior. After going through the he procedures and results I can see interventions using self-monitoring and attention as an effective way of increasing on-task behavior the questions that I have would be how much would this have differed if the teacher was not already trained in PBIS? Does a teachers praise and attention towards a student not showing on-task behavior who is not Trained in PBIS change the results of this study? Also how do the experimenters being in the room change the the teachers teaching style? With that being said the results were very impressive and this study can definitely be used as a guide for school personnel on how to use behavioral function as a way of identifying effective interventions.
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