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dc.contributor.advisorUmbreit, Johnen_US
dc.contributor.authorReeves, Linda M.
dc.creatorReeves, Linda M.en_US
dc.date.accessioned2014-06-03T19:55:56Z
dc.date.available2014-06-03T19:55:56Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10150/318803
dc.description.abstractThis study examined the role of the replacement behavior when designing function-based interventions. Three students with Autism Spectrum Disorder (ASD) ages 12, 5, and 6, who displayed chronic off-task behavior participated in the three-phase study. In Phase 1, a descriptive functional behavioral assessment (FBA) was conducted for each student, and then each student's ability to perform the replacement behavior was assessed using a two-step approach. In Phase 2, two function-based interventions were designed for each student using the Decision Model (Umbreit, Ferro, Liaupsin, & Lane 2007). The first intervention consisted of methods to adjust antecedent and consequent contingencies of reinforcement alone, whereas the second intervention included methods to teach the replacement behavior. In Phase 3, the function-based interventions were implemented during typically occurring classroom activities for five weeks. For students who did not already perform the replacement behavior independently, the interventions that included strategies to teach the replacement behaviors produced more favorable results than the interventions that did not. High levels of treatment integrity and social validity were obtained.
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.subjectfunction-based interventionsen_US
dc.subjectreplacement behavioren_US
dc.subjectSpecial Educationen_US
dc.subjectDecision Modelen_US
dc.titleThe Role of the Replacement Behavior in Function-Based Interventionsen_US
dc.typetexten
dc.typeElectronic Dissertationen
dc.contributor.chairUmbreit, Johnen_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberUmbreit, Johnen_US
dc.contributor.committeememberFerro, Jolenea B.en_US
dc.contributor.committeememberLiaupsin, Carl J.en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.nameEd.D.en_US
refterms.dateFOA2018-07-01T14:12:24Z
html.description.abstractThis study examined the role of the replacement behavior when designing function-based interventions. Three students with Autism Spectrum Disorder (ASD) ages 12, 5, and 6, who displayed chronic off-task behavior participated in the three-phase study. In Phase 1, a descriptive functional behavioral assessment (FBA) was conducted for each student, and then each student's ability to perform the replacement behavior was assessed using a two-step approach. In Phase 2, two function-based interventions were designed for each student using the Decision Model (Umbreit, Ferro, Liaupsin, & Lane 2007). The first intervention consisted of methods to adjust antecedent and consequent contingencies of reinforcement alone, whereas the second intervention included methods to teach the replacement behavior. In Phase 3, the function-based interventions were implemented during typically occurring classroom activities for five weeks. For students who did not already perform the replacement behavior independently, the interventions that included strategies to teach the replacement behaviors produced more favorable results than the interventions that did not. High levels of treatment integrity and social validity were obtained.


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