The purposes of this single-case study were to examine the effectiveness of interventions based on functional behavioral assessment (FBA) to positively support a student who had specific challenging behaviors and to determine if it was practical for a classroom teacher, the researcher, to utilize functional-assessment techniques. The researcher used indirect and direct-observation tools to identify three target behaviors, record frequencies and durations, and describe the antecedents and consequences of behaviors. Hypotheses based on functional assessment principles were used to design an intervention plan. The researcher used an A-B design to compare baseline frequencies of behaviors to post-intervention frequencies and administered a short questionnaire to himself and the student's one-to-one aide to indicate the practicality of FBA. Incidents of behavior significantly declined for all three target behaviors, and responses to the questionnaire were favorable toward the use of FBA. Discussion topics include the utility and acceptability of FBA procedures and possible applications in other settings.
","abstract_html":"<p>The purposes of this single-case study were to examine the effectiveness of interventions based on functional behavioral assessment (FBA) to positively support a student who had specific challenging behaviors and to determine if it was practical for a classroom teacher, the researcher, to utilize functional-assessment techniques. The researcher used indirect and direct-observation tools to identify three target behaviors, record frequencies and durations, and describe the antecedents and consequences of behaviors. Hypotheses based on functional assessment principles were used to design an intervention plan. The researcher used an A-B design to compare baseline frequencies of behaviors to post-intervention frequencies and administered a short questionnaire to himself and the student's one-to-one aide to indicate the practicality of FBA. Incidents of behavior significantly declined for all three target behaviors, and responses to the questionnaire were favorable toward the use of FBA. Discussion topics include the utility and acceptability of FBA procedures and possible applications in other settings.</p>","abstract_has_math":false,"creators":["Leonardi, Alan"],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Wang, Mian"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-05-10T07:00:00Z","date_published":"2005-05-10T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Problem children--Functional assessment; Special education teachers","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1029","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wang, Mian"]},{"key":"dc:creator","label":"Author","values":["Leonardi, Alan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Problem children--Functional assessment; Special education teachers","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1029"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this single-case study were to examine the effectiveness of interventions based on functional behavioral assessment (FBA) to positively support a student who had specific challenging behaviors and to determine if it was practical for a classroom teacher, the researcher, to utilize functional-assessment techniques. The researcher used indirect and direct-observation tools to identify three target behaviors, record frequencies and durations, and describe the antecedents and consequences of behaviors. Hypotheses based on functional assessment principles were used to design an intervention plan. The researcher used an A-B design to compare baseline frequencies of behaviors to post-intervention frequencies and administered a short questionnaire to himself and the student's one-to-one aide to indicate the practicality of FBA. Incidents of behavior significantly declined for all three target behaviors, and responses to the questionnaire were favorable toward the use of FBA. Discussion topics include the utility and acceptability of FBA procedures and possible applications in other settings.
"]},{"key":"dc:title","label":"Title","values":["Using functional behavioral assessment to support an elementary student with challenging behavior in a self-contained classroom"]}]}],"canonical_facts":{"dc:contributor":["Wang, Mian"],"dc:creator":["Leonardi, Alan"],"dc:date.available":["2016-04-13T07:00:00Z"],"dc:description.abstract":["The purposes of this single-case study were to examine the effectiveness of interventions based on functional behavioral assessment (FBA) to positively support a student who had specific challenging behaviors and to determine if it was practical for a classroom teacher, the researcher, to utilize functional-assessment techniques. The researcher used indirect and direct-observation tools to identify three target behaviors, record frequencies and durations, and describe the antecedents and consequences of behaviors. Hypotheses based on functional assessment principles were used to design an intervention plan. The researcher used an A-B design to compare baseline frequencies of behaviors to post-intervention frequencies and administered a short questionnaire to himself and the student's one-to-one aide to indicate the practicality of FBA. Incidents of behavior significantly declined for all three target behaviors, and responses to the questionnaire were favorable toward the use of FBA. Discussion topics include the utility and acceptability of FBA procedures and possible applications in other settings.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1029"],"dc:subject":["Problem children--Functional assessment; Special education teachers","Special Education and Teaching"],"dc:title":["Using functional behavioral assessment to support an elementary student with challenging behavior in a self-contained classroom"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:13:58Z"}