Date of Award
Fall 12-2011
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Committee Chair
Brad A. Dufrene
Committee Chair Department
Psychology
Committee Member 2
Heather E. Sterling-Turner
Committee Member 2 Department
Psychology
Committee Member 3
Sterrett H. Mercer
Committee Member 3 Department
Psychology
Committee Member 4
Daniel H. Tingstrom
Committee Member 4 Department
Psychology
Abstract
Few studies have used experimental functional analysis procedures and function-based treatments using the class as a unit of analysis. Two kindergarten classrooms, one Head Start classroom and their teachers participated in the study. Both the assessment and intervention included teacher-implemented functional analyses and intervention using the class as the unit of analysis. Functional assessment procedures included a direct-descriptive screening observation, teacher interviews, and functional analyses. Assessment data were used to develop function-based interventions. An alternating treatment design with a verification phase was used to evaluate treatment effects. Function-based interventions, specifically, differential reinforcement of appropriate behaviors (DRA), resulted in decreases in disruptive behaviors in two out of three classrooms. Moreover, DRA was effective for increasing appropriate replacement behaviors. Assessment and treatment acceptability data indicated that both the assessment and intervention procedures were acceptable to the teachers.
Copyright
2011, Veena Yamasani Poole
Recommended Citation
Poole, Veena Yamasani, "Classwide Functional Analysis and Comparison of Function-Based Interventions with Preschoolers" (2011). Dissertations. 631.
https://aquila.usm.edu/dissertations/631