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    The Effects of Function-Based Self-Management Interventions

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    Hansen_ku_0099D_11240_DATA_1.pdf (1.084Mb)
    Issue Date
    2010-12-14
    Author
    Hansen, Blake Darrell
    Publisher
    University of Kansas
    Format
    90 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Applied Behavioral Science
    Rights
    This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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    Abstract
    Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes, a struggle which can adversely impact families, schools, and communities. To help these children, self-management interventions are widely disseminated in schools. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. One method of designing these interventions is functional behavior assessment. The purpose of this study was to link self-management procedures to hypothesized behavior function in three children with E/BD. Results demonstrated that self-monitoring alone could be enhanced using information derived from functional behavior assessment and that consequences delivered by teachers were less effective than a self-management treatment package.
    URI
    http://hdl.handle.net/1808/7625
    Collections
    • Dissertations [4472]
    • Applied Behavioral Science Dissertations and Theses [149]

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    785-864-8983
    KU Libraries
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    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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