Functional Analysis and Intervention for Disruptive Behaviors of a Kindergarten Student

A functional analysis involving interviews and direct observation was used to analyze the multiple disruptive behaviors of a kindergarten student. Following this analysis, an intervention that combined reinforcement and teacher-cued self-monitoring procedures was implemented using an A-B-A-B withdra...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 1994-07, Vol.87 (6), p.361-370
Main Authors: Storey, Keith, Lawry, Judy R., Ashworth, Ruth, Danko, Cassandra D., Strain, Phillip S.
Format: Article
Language:English
Subjects:
Behavior Modification
Behavior Problems
Biological and medical sciences
Classroom management
Classroom observations
Disabled persons
Disruptive Behavior
Educational research
Functional Analysis
Human aggression
Kindergarten
Kindergarten Children
Kindergarten education
Medical sciences
Observational research
Primary Education
Problem Children
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Research Methodology
Special education
Special education. Orthophony
Student Behavior
Teachers
Treatments
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:A functional analysis involving interviews and direct observation was used to analyze the multiple disruptive behaviors of a kindergarten student. Following this analysis, an intervention that combined reinforcement and teacher-cued self-monitoring procedures was implemented using an A-B-A-B withdrawal design. The procedures produced a significant decrease in his disruptive behavior and changes in the functions of disruptions across experimental phases.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1994.9941267