Function-Based Intervention to Support the Inclusion of Students with Autism

Seven-year-old triplets with autism displayed off-task behavior that threatened their continued placement in a general education first-grade classroom. A descriptive Functional Behavioral Assessment (FBA) was conducted for each student. Data from structured interviews and direct observations were us...

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Bibliographic Details
Published in:Education and training in autism and developmental disabilities 2013-09, Vol.48 (3), p.379-391
Main Authors: Reeves, Linda M., Umbreit, John, Ferro, Jolenea B., Liaupsin, Carl J.
Format: Article
Language:English
Subjects:
Accessibility (for Disabled)
At risk students
Autism
Autistic disorder
Behavior
Behavior Change
Behavior Modification
Behavior Problems
Behavioral disorders
Class Activities
Classroom observations
Cognition & reasoning
Cognitive ability
Education
Followup Studies
Functional Behavioral Assessment
Grade 1
Inclusion
Individualized Education Programs
Intervention
Observation
Outcomes of Treatment
Pervasive child development disorders
Pervasive Developmental Disorders
Serenity
Special education
Structured Interviews
Student Behavior
Students
Studies
Task Analysis
Teacher aides
Teachers
Teaching
Teaching Methods
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Summary:Seven-year-old triplets with autism displayed off-task behavior that threatened their continued placement in a general education first-grade classroom. A descriptive Functional Behavioral Assessment (FBA) was conducted for each student. Data from structured interviews and direct observations were used to identify the functions of their off-task behaviors and to design a comprehension function-based intervention. Task analyses of the students' replacement behavior provided empirical data for deciding whether each student needed specific instruction to independently perform the replacement behavior. The intervention was systematically implemented during typical classroom activities for five weeks and follow up data were collected for an additional three weeks. The intervention improved each student's behavior and the effects maintained during follow up. Social validity ratings by all staff members were high.
ISSN:2154-1647