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A Preliminary Study in Applying the Function-Based Intervention Decision Model in Consultation to Increase Treatment Integrity

A Preliminary Study in Applying the Function-Based Intervention Decision Model in Consultation to... Abstract: This preliminary study investigated the use of the Function-Based Intervention Decision Model (Decision Model; Umbreit, Ferro, Liaupsin, & Lane, 2007) to improve teacher treatment integrity for a function-based classroom management plan. The participants were a special education teacher and three elementary-age students receiving special education services for emotional disturbance (ED) who engaged in disruptive, off-task behavior. This study was conducted in two parts: (a) a comprehensive functional assessment-based classroom management plan was systematically designed for a self-contained classroom of students with ED using the Decision Model, and (b) a functional assessment-based consultation (FABC) plan was systematically constructed using the Decision Model and implemented with the teacher participant to evaluate its effect on treatment integrity using a single-subject modified changing criterion design. Results of this study showed improvement in treatment integrity following the implementation of FABC, as well as improvement in student on-task behavior. Limitations and future directions are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

A Preliminary Study in Applying the Function-Based Intervention Decision Model in Consultation to Increase Treatment Integrity

Education and Treatment of Children , Volume 39 (4) – Oct 16, 2016

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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

Abstract: This preliminary study investigated the use of the Function-Based Intervention Decision Model (Decision Model; Umbreit, Ferro, Liaupsin, & Lane, 2007) to improve teacher treatment integrity for a function-based classroom management plan. The participants were a special education teacher and three elementary-age students receiving special education services for emotional disturbance (ED) who engaged in disruptive, off-task behavior. This study was conducted in two parts: (a) a comprehensive functional assessment-based classroom management plan was systematically designed for a self-contained classroom of students with ED using the Decision Model, and (b) a functional assessment-based consultation (FABC) plan was systematically constructed using the Decision Model and implemented with the teacher participant to evaluate its effect on treatment integrity using a single-subject modified changing criterion design. Results of this study showed improvement in treatment integrity following the implementation of FABC, as well as improvement in student on-task behavior. Limitations and future directions are discussed.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Oct 16, 2016

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