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dc.contributor.advisorUmbreit, Johnen_US
dc.contributor.authorJanney, Donna M.
dc.creatorJanney, Donna M.en_US
dc.date.accessioned2011-12-05T21:52:12Z
dc.date.available2011-12-05T21:52:12Z
dc.date.issued2009en_US
dc.identifier.urihttp://hdl.handle.net/10150/193525
dc.description.abstractThe primary purpose of this study was to test the assumption that function-based interventions developed using the Function-Based Intervention Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) must consist of three method elements (i.e., adjustment of antecedent conditions, providing appropriate reinforcement for replacement behaviors, and eliminating reinforcement for target behaviors) for an optimal effect on changing behavior. In this study, the contribution of the extinction procedure was examined with three elementary school-aged students who were at risk for emotional and behavioral disorders. The study was conducted in two phases. Phase 1 consisted of a descriptive FBA involving assessment and intervention development. Phase 2 consisted of data collection in three conditions: baseline, intervention consisting of all three method elements, and intervention consisting of only antecedent adjustments and reinforcement of replacement behavior. Intervention phases were systematically introduced to each student using a multi-element reversal design (A-B-A-B-C-B) and resulted in improvements in the intervention conditions. Interventions using all three method elements were more effective in increasing replacement behaviors and decreasing target behaviors than those in which the extinction procedure was removed. Social validity using the Intervention Rating Profile-15 and Children's Intervention Rating Profile resulted in high acceptability ratings for interventions consisting of all three method elements. Limitations and directions for future research are discussed.
dc.language.isoENen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © 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.en_US
dc.subjectat risken_US
dc.subjectemotional and behavioral disordersen_US
dc.subjectextinction proceduresen_US
dc.subjectfunction-based interventionen_US
dc.subjectfunctional behavioral assessmenten_US
dc.subjectnaturalistic general education settingen_US
dc.titleA Component Analysis of Function-Based Intervention: The Role of the Extinction Procedureen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairUmbreit, Johnen_US
dc.identifier.oclc659751985en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberLiaupsin, Carl J.en_US
dc.contributor.committeememberGood, Thomas L.en_US
dc.contributor.committeememberLane, Kathleen L.en_US
dc.identifier.proquest10372en_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-06-18T04:43:28Z
html.description.abstractThe primary purpose of this study was to test the assumption that function-based interventions developed using the Function-Based Intervention Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) must consist of three method elements (i.e., adjustment of antecedent conditions, providing appropriate reinforcement for replacement behaviors, and eliminating reinforcement for target behaviors) for an optimal effect on changing behavior. In this study, the contribution of the extinction procedure was examined with three elementary school-aged students who were at risk for emotional and behavioral disorders. The study was conducted in two phases. Phase 1 consisted of a descriptive FBA involving assessment and intervention development. Phase 2 consisted of data collection in three conditions: baseline, intervention consisting of all three method elements, and intervention consisting of only antecedent adjustments and reinforcement of replacement behavior. Intervention phases were systematically introduced to each student using a multi-element reversal design (A-B-A-B-C-B) and resulted in improvements in the intervention conditions. Interventions using all three method elements were more effective in increasing replacement behaviors and decreasing target behaviors than those in which the extinction procedure was removed. Social validity using the Intervention Rating Profile-15 and Children's Intervention Rating Profile resulted in high acceptability ratings for interventions consisting of all three method elements. Limitations and directions for future research are discussed.


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