Decreasing student behavior problems and fostering academic engagement through function‐based support and fading of token reinforcement
Abstract This study examined the effects of function‐based behavior support plans (BSPs) on the persistent behavior problems and lack of academic engagement of three, 7‐ to 8‐year‐old, male students from two public schools in Iceland. Based on the results of functional behavioral assessments, BSPs w...
| Published in: | Behavioral Interventions |
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| Main Authors: | , |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
Wiley
2019
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| Subjects: | |
| Online Access: | http://dx.doi.org/10.1002/bin.1670 https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Fbin.1670 https://onlinelibrary.wiley.com/doi/pdf/10.1002/bin.1670 https://onlinelibrary.wiley.com/doi/full-xml/10.1002/bin.1670 |
| Summary: | Abstract This study examined the effects of function‐based behavior support plans (BSPs) on the persistent behavior problems and lack of academic engagement of three, 7‐ to 8‐year‐old, male students from two public schools in Iceland. Based on the results of functional behavioral assessments, BSPs were created for each participant. Each plan included a token system. The goal for all students was to foster independent functioning. A multiple baseline across participants showed that disruptive behavior decreased by 85% on average and academic engagement increased by 78% on average. Statistical analyses suggest significant positive effects were obtained. Findings suggest that persistent behavior problems can be reduced and independent academic engagement fostered in inclusive school settings through function‐based BSPs with gradual fading of token reinforcement. |
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