Context-based functional assessment and intervention for preschool-age children with problem behaviors in childcare

A context-based functional assessment was conducted to identify variables that influenced the problem behaviors of four preschool age children in a childcare center, and the effects of intervention programs which were developed based on the assessment results were evaluated. Generality to non-targeted situations and children was also investigated. In addition, treatment acceptability was assessed to determine the acceptability of the intervention procedures. Structured interviews and observations were employed to develop hypotheses about relevant variables. The hypotheses were tested using a combination of reversal and multielement designs. Antecedent variables (preference, task length, availability of centers, and social skills) and a consequent variable (attention) were manipulated to determine their effects on problem and appropriate behaviors during preacademic and table activities. Preference was a common variable that influenced the problem behaviors of all of the participating children. However, for one child, a complex interaction among variables (preference, social skills, and attention) was demonstrated. A combination of multiple-baseline and multielement designs was used during the intervention phase to evaluate the intervention effects across children and teachers and to compare the two stages of intervention. The assessment-based interventions reduced the problem behaviors of the children and the negative interactions of teachers, and increased positive teacher interaction. In addition, generality was demonstrated to non-targeted activities and children. The results also demonstrated that the intervention procedures could successfully be applied by multiple teachers with multiple children. Finally, the acceptability of the intervention procedures was high across teachers and children.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Graduate College

Grantor dc:publisher

The University of Arizona.

Year dc:date.issued

1996

Author dc:creator

• Blair, Kwang-Sun Cho, 1958-

Advisors dc:contributor.advisor

• Umbreit, John
• Bos, Candace S.

• Psychology, Behavioral.
• Education, Early Childhood.
• Education, Curriculum and Instruction.

Statement dc:rights

• Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10150/282277

OAI identifier oai:identifier

oai:repository.arizona.edu:10150/282277