Date of Award:
5-2016
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Special Education and Rehabilitation
Committee
Tyra Sellers
Abstract
Prior researchers have shown that school-aged staff can identify behavior function and function-matched interventions following training. Limited research has been done with preschool staff on the process of identifying function of behavior and selecting function-matched interventions to decrease problem behavior. A multiple baseline across participants’ design was used to measure preschool teachers’ accuracy of identification of behavior function and function-matched interventions. Participants analyzed descriptive data to identify function of behavior and select function-matched interventions. Results from this study demonstrated that preschool teachers can independently identify function-matched and nonfunction matched interventions with greater accuracy after training.
Checksum
3bcdc4257a23919efa5ca265a19ddc28
Recommended Citation
Cox, Laura V., "Training Early Childhood Educators to Identify Behavior Function and Select Function-Matched Interventions" (2016). All Graduate Theses and Dissertations. 5070.
https://digitalcommons.usu.edu/etd/5070
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