Functional Assessment and Intervention For Disruptive Classroom Behaviors In Preschool and Head Start Classrooms

Document Type

Article

Publication Date

12-1-2007

School

Psychology

Abstract

Functional assessment procedures have proven useful for developing effective individualized interventions for a wide variety of populations and behavioral concerns. However, fewer studies have been conducted with preschool students who exhibit high incidence problem behaviors. The current study includes data from comprehensive functional assessments and interventions implemented in preschool and Head Start classrooms. Three preschool students and five teachers participated in the study. Each student received a comprehensive functional assessment for problem behavior that included a teacher interview, descriptive assessment, and abbreviated functional analysis. Assessment data were used to develop individualized function-based interventions that were implemented by experimenters and teachers. The function-based interventions resulted in decreases in problem behavior for all three students. Additionally, convergence between functional assessment procedures was obtained for all participants. Finally, social validity data indicated that teachers found the assessment and intervention procedures acceptable. © 2007 Springer Science+Business Media, Inc.

Publication Title

Journal of Behavioral Education

Volume

16

Issue

4

First Page

368

Last Page

388

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