A function-based intervention to decrease disruptive behavior and increase academic engagement
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Issue Date
2007Author
Lane, Kathleen Lynne
Publisher
Joseph Cautilli
Type
Article
Article Version
Scholarly/refereed, publisher version
Published Version
http://www.eric.ed.gov/PDFS/EJ805537.pdfMetadata
Show full item recordAbstract
A range of interventions exist to prevent and
respond to disruptive classroom behavior. This study
documents the efficacy of a function-based intervention conducted using a multiple baseline across
settings design. Despite moderately variable levels
of treatment fidelity, results suggest a functional
relation between the introduction of a package
intervention and corresponding increases in academic
engagement and decreases in disruption. Limitations and implications for future research are presented.
Keywords: function based intervention; treatment integrity.
Description
This is the publisher's version, also found here: http://www.eric.ed.gov/PDFS/EJ805537.pdf
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Citation
Lane, Kathleen Lynne, et al. (2007). A function-based intervention to decrease disruptive behavior and increase academic engagement. Journal of Early and Intensive Behavioral Intervention, 3.4-4.1, 348-364.
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