Campus Location

Abilene Campus

Date of Award

Spring 5-12-2018

Document Type

Manuscript

Department

Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Andrew Huddleston

Abstract

The purpose of this study was to look at the experience of a clinical teacher implementing a Functional Behavior Assessment, and what impact the assessment had on decreasing student behavior. Three student participants were selected based on the frequency of disruptive behavior in the classroom. Direct observation was taken over four days in order to develop hypotheses about the function of behavior. Interventions connected to the function were created and implemented over the course of the next four weeks, as behavior continued to be observed. For two students, the intervention consisted of a self-monitoring checklist and for the third student it focused on steps to manage anger. For all three participants, frequency of behavior decreased over the course of the study; however, no behavior was extinguished. The clinical teacher discusses the ups and downs of the FBA process and how it can be implemented successfully by other general education teachers.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.