The Effectiveness of Function-Based Interventions in Inclusive Classrooms of Elementary Schools
Both at-risk students and students with disabilities have been jeopardized with their continued placements in inclusive classrooms because of the ongoing challenging behaviors. The evidence-based practice to deal with challenging behaviors involves the implementation of functional behavior assessmen...
Main Author: | |
---|---|
Format: | Text |
Language: | unknown |
Published: |
The Repository at St. Cloud State
2020
|
Subjects: | |
Online Access: | https://repository.stcloudstate.edu/sped_etds/86 https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1104&context=sped_etds |
id |
ftstcloudstateun:oai:repository.stcloudstate.edu:sped_etds-1104 |
---|---|
record_format |
openpolar |
spelling |
ftstcloudstateun:oai:repository.stcloudstate.edu:sped_etds-1104 2023-05-15T16:49:26+02:00 The Effectiveness of Function-Based Interventions in Inclusive Classrooms of Elementary Schools Shin, Eunkyoung 2020-05-01T07:00:00Z application/pdf https://repository.stcloudstate.edu/sped_etds/86 https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1104&context=sped_etds unknown The Repository at St. Cloud State https://repository.stcloudstate.edu/sped_etds/86 https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1104&context=sped_etds http://creativecommons.org/licenses/by-nc-nd/4.0/ CC-BY-NC-ND Culminating Projects in Special Education functional behavior assessment function-based intervention challenging behavior inclusive classroom elementary school Special Education and Teaching text 2020 ftstcloudstateun 2021-08-29T16:45:18Z Both at-risk students and students with disabilities have been jeopardized with their continued placements in inclusive classrooms because of the ongoing challenging behaviors. The evidence-based practice to deal with challenging behaviors involves the implementation of functional behavior assessments (FBAs) and function-based interventions (FBIs) in school settings. The types of interventions in this starred paper are categorized as antecedent-based, consequence-based, and multi-component interventions. All twelve studies were conducted in elementary schools in the United States except for two studies (i.e., South Korea and Iceland). Participants ranged in the grade levels from kindergarten to sixth grade. The findings of these studies supported that the implementation of FBIs derived from information of FBAs resulted in decreasing challenging behaviors or increasing appropriate behaviors for at-risk students and students with disabilities in inclusive classrooms of elementary schools. Text Iceland The Repository at St. Cloud State University |
institution |
Open Polar |
collection |
The Repository at St. Cloud State University |
op_collection_id |
ftstcloudstateun |
language |
unknown |
topic |
functional behavior assessment function-based intervention challenging behavior inclusive classroom elementary school Special Education and Teaching |
spellingShingle |
functional behavior assessment function-based intervention challenging behavior inclusive classroom elementary school Special Education and Teaching Shin, Eunkyoung The Effectiveness of Function-Based Interventions in Inclusive Classrooms of Elementary Schools |
topic_facet |
functional behavior assessment function-based intervention challenging behavior inclusive classroom elementary school Special Education and Teaching |
description |
Both at-risk students and students with disabilities have been jeopardized with their continued placements in inclusive classrooms because of the ongoing challenging behaviors. The evidence-based practice to deal with challenging behaviors involves the implementation of functional behavior assessments (FBAs) and function-based interventions (FBIs) in school settings. The types of interventions in this starred paper are categorized as antecedent-based, consequence-based, and multi-component interventions. All twelve studies were conducted in elementary schools in the United States except for two studies (i.e., South Korea and Iceland). Participants ranged in the grade levels from kindergarten to sixth grade. The findings of these studies supported that the implementation of FBIs derived from information of FBAs resulted in decreasing challenging behaviors or increasing appropriate behaviors for at-risk students and students with disabilities in inclusive classrooms of elementary schools. |
format |
Text |
author |
Shin, Eunkyoung |
author_facet |
Shin, Eunkyoung |
author_sort |
Shin, Eunkyoung |
title |
The Effectiveness of Function-Based Interventions in Inclusive Classrooms of Elementary Schools |
title_short |
The Effectiveness of Function-Based Interventions in Inclusive Classrooms of Elementary Schools |
title_full |
The Effectiveness of Function-Based Interventions in Inclusive Classrooms of Elementary Schools |
title_fullStr |
The Effectiveness of Function-Based Interventions in Inclusive Classrooms of Elementary Schools |
title_full_unstemmed |
The Effectiveness of Function-Based Interventions in Inclusive Classrooms of Elementary Schools |
title_sort |
effectiveness of function-based interventions in inclusive classrooms of elementary schools |
publisher |
The Repository at St. Cloud State |
publishDate |
2020 |
url |
https://repository.stcloudstate.edu/sped_etds/86 https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1104&context=sped_etds |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Culminating Projects in Special Education |
op_relation |
https://repository.stcloudstate.edu/sped_etds/86 https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1104&context=sped_etds |
op_rights |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
op_rightsnorm |
CC-BY-NC-ND |
_version_ |
1766039570289262592 |