| Type of Document |
Master's Thesis |
| Author |
Vance, Michael J.
|
| Author's Email Address |
mvance1@lsu.edu |
| URN |
etd-04112008-111948 |
| Title |
Function Based Interventions Versus Non-function Based Interventions Within a General Education Setting |
| Degree |
Master of Arts (M.A.) |
| Department |
Psychology |
| Advisory Committee |
| Advisor Name |
Title |
| Frank M. Gresham |
Committee Chair |
| George Noell |
Committee Member |
| Mary Lou Kelley |
Committee Member |
|
| Keywords |
-
- DRO
- School Based Interventions
- General Education Behavioral Interventions
- Functional Behavioral Assessment
- FBA
- Self Monitoring
|
| Date of Defense |
2007-12-13 |
| Availability |
unrestricted |
Abstract
Functional Behavioral Assessment is a multi-method set of strategies used to determine a particular behaviors purpose. This method, currently seen as the gold standard for creating behavioral interventions, has since 1997 been required by law for a number of special education concerns. While there is a great deal of data supporting the use of function based interventions for populations with low incidence disabilities, little has been done to analyze their effectiveness for more typically developing children. Given that functional behavioral assessment can be quite time consuming and requires prior training the purpose of this study is to compare function based interventions to empirically validated non function based interventions for more typically developing children exhibiting problem behaviors within a general education setting.
|
| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
|
| 28.8 Modem |
56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
Higher-speed Access |
| |
Vancethesis.pdf |
520.14 Kb |
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00:01:14 |
00:01:05 |
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