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dc.contributor.advisorUmbreit, Johnen_US
dc.contributor.authorGann, Candace J.
dc.creatorGann, Candace J.en_US
dc.date.accessioned2014-05-13T18:00:56Z
dc.date.available2014-05-13T18:00:56Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10150/316774
dc.description.abstractThis study examined the effectiveness of function-based interventions applied within a school for the deaf. The participants were elementary-aged males diagnosed as deaf or hard of hearing (D/HH) who exhibited chronic off-task behaviors throughout the school day. This study was conducted across two phases: (a) a descriptive functional behavior assessment (FBA) was conducted for each participant and (b) individualized function-based interventions were developed based on the results of the FBAs followed by the implementation of the interventions in each classroom using a single-subject, ABAB reversal design. The function-based interventions significantly improved each participant's on-task behavior in his classroom environment. Furthermore, social validity ratings by each teacher revealed that the interventions were effective, easy to implement, and appropriate for each participant. Implications for application of the procedures used in this study with the D/HH population, limitations, and directions for future research are discussed.
dc.language.isoen_USen
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.subjectDeafen_US
dc.subjectFunctional behavior assessmenten_US
dc.subjectHard of hearingen_US
dc.subjectPositive behavior interventions and supportsen_US
dc.subjectSensory disabilityen_US
dc.subjectSpecial Educationen_US
dc.subjectBehavioren_US
dc.titleEvaluating the Effects of Function-Based Interventions with D/HH Studentsen_US
dc.typetexten
dc.typeElectronic Dissertationen
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberUmbreit, Johnen_US
dc.contributor.committeememberLiaupsin, Carlen_US
dc.contributor.committeememberAntia, Shirinen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-08-30T18:29:43Z
html.description.abstractThis study examined the effectiveness of function-based interventions applied within a school for the deaf. The participants were elementary-aged males diagnosed as deaf or hard of hearing (D/HH) who exhibited chronic off-task behaviors throughout the school day. This study was conducted across two phases: (a) a descriptive functional behavior assessment (FBA) was conducted for each participant and (b) individualized function-based interventions were developed based on the results of the FBAs followed by the implementation of the interventions in each classroom using a single-subject, ABAB reversal design. The function-based interventions significantly improved each participant's on-task behavior in his classroom environment. Furthermore, social validity ratings by each teacher revealed that the interventions were effective, easy to implement, and appropriate for each participant. Implications for application of the procedures used in this study with the D/HH population, limitations, and directions for future research are discussed.


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