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

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