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A function-based intervention to decrease disruptive behavior and increase academic engagement
| dc.contributor.author | Lane, Kathleen Lynne | |
| dc.date.accessioned | 2013-04-09T21:29:20Z | |
| dc.date.available | 2013-04-09T21:29:20Z | |
| dc.date.issued | 2007 | |
| dc.identifier.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. | |
| dc.identifier.uri | http://hdl.handle.net/1808/10987 | |
| dc.description | This is the publisher's version, also found here: http://www.eric.ed.gov/PDFS/EJ805537.pdf | |
| dc.description.abstract | 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. | |
| dc.language.iso | en_US | |
| dc.publisher | Joseph Cautilli | |
| dc.relation.isversionof | http://www.eric.ed.gov/PDFS/EJ805537.pdf | |
| dc.title | A function-based intervention to decrease disruptive behavior and increase academic engagement | |
| dc.type | Article | |
| kusw.kuauthor | Lane, Kathleen Lynne | |
| kusw.kudepartment | Department of Special Education | |
| kusw.oastatus | fullparticipation | |
| kusw.oaversion | Scholarly/refereed, publisher version | |
| kusw.oapolicy | This item meets KU Open Access policy criteria. | |
| dc.rights.accessrights | openAccess |
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