Date of Award

Spring 5-11-2018

Degree Type

Masters Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Committee Chair

Brad Dufrene

Committee Chair Department

Psychology

Committee Member 2

Evan Dart

Committee Member 2 Department

Psychology

Committee Member 3

Keith Radley

Committee Member 3 Department

Psychology

Committee Member 4

None

Abstract

The current study extended current literature regarding using brief functional analysis methodologies to inform function-based intervention for increasing preschool students’ academically engaged behavior. Teachers were prompted through brief functional analysis procedures by the researcher. Brief functional analysis results informed two function-based interventions: an antecedent intervention - pre-session non-contingent reinforcement, and a reinforcement intervention – differential reinforcement of alternative behavior. The two interventions were compared according to effectiveness on increasing preschool students’ academically engaged behavior and social validity ratings from teachers. Results indicated for all three participants the reinforcement intervention was not only more effective, but also received higher social validity ratings.

Available for download on Thursday, April 11, 2019

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