Function-Based Interventions in Classroom Settings: Addressing the Challenging Behavior of Young Children

Abstract

This study examined the efficacy of the Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) for the development of function-based interventions for young children receiving special education services in inclusive preschool settings. Findings suggested interventions using the Decision Model were effective at decreasing the disruptive behavior of 3 young boys within inclusive early childhood classrooms. On-task behavior increased for each child following intervention implementation. Largest increases were noted with a 4.9 year-old with Autism and a 4 year-old with Down Syndrome. Data also suggested that the level of on-task behavior coincided with levels of intervention implementation. On-task behavior of a 3.9 year-old with language delay, demonstrated substantial increases when the intervention was implemented properly, but not when intervention elements were left out. Implications for future research were discussed.