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Adaptations to a Functional Behavior Assessment with a Spanish-Speaking Preschooler: A Data-Based Case Study

Adaptations to a Functional Behavior Assessment with a Spanish-Speaking Preschooler: A Data-Based... Dual Language Learners (DLLs) are a growing population in the U.S. school system and increasing numbers of DLLs are referred for the assessment and treatment of problem behaviors. However, limited research has been conducted regarding the nature of cultural and linguistic influences on functional behavior assessment (FBA) and intervention. We conducted an FBA and intervention with a 4-year-old Spanish-speaking male preschooler in a Head Start setting referred for aggression and social deficits. We documented adaptations and considerations for a culturally and linguistically responsive, as well as effective assessment and intervention. Results indicated that these adaptations appeared beneficial and problem behaviors reduced during session and across the day. Recommendations for practice and future research are provided. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Adaptations to a Functional Behavior Assessment with a Spanish-Speaking Preschooler: A Data-Based Case Study

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Publisher
West Virginia University Press
Copyright
Copyright © the Editorial Review Board, Education and Treatment of Children.
ISSN
0748-8491
eISSN
1934-8924

Abstract

Dual Language Learners (DLLs) are a growing population in the U.S. school system and increasing numbers of DLLs are referred for the assessment and treatment of problem behaviors. However, limited research has been conducted regarding the nature of cultural and linguistic influences on functional behavior assessment (FBA) and intervention. We conducted an FBA and intervention with a 4-year-old Spanish-speaking male preschooler in a Head Start setting referred for aggression and social deficits. We documented adaptations and considerations for a culturally and linguistically responsive, as well as effective assessment and intervention. Results indicated that these adaptations appeared beneficial and problem behaviors reduced during session and across the day. Recommendations for practice and future research are provided.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Dec 20, 2012

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