Outcomes of Functional Assessment-Based Interventions for Students With and At Risk for Emotional and Behavioral Disorders in a Job-share Setting

In this article, we describe a systematic approach to designing, implementing, and evaluating functional assessment-based interventions developed by Umbreit, Ferro, Liaupsin, and Lane (2007), implemented in a job-share classroom with two first-grade students. One student was at risk for emotional an...

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Bibliographic Details
Published in:	Education & treatment of children Vol. 32; no. 4; pp. 573 - 604
Main Authors:	Lane, Kathleen Lynne, Eisner, Shanna L., Kretzer, James K., Bruhn, Allison L., Crnobori, Mary, Funke, Laura, Lerner, Tara, Casey, Amy
Format:	Journal Article
Language:	English
Published:	New York West Virginia University Press 01-11-2009 Springer West Virginia University Press, University of West Virginia
Subjects:	At Risk Students Behavior Disorders Behavior Modification Behavior Patterns Behavior Problems Behavioral disorders Children & youth Classroom activities Classroom Environment Classrooms Data collection Design Design evaluation Developmental disabilities Emotional Disturbances Functional Behavioral Assessment Grade 1 High risk students Intervention Intervention (Psychology) Job Sharing Learner Engagement Learning Mental disorders Mental illness Mood disorders Negative Reinforcement Parents Positive Behavior Supports Prevention Psychological aspects Relationship Risk factors School psychologists Self destructive behavior Social aspects Special education Students Teachers Tennessee Tennessee United States
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Summary:	In this article, we describe a systematic approach to designing, implementing, and evaluating functional assessment-based interventions developed by Umbreit, Ferro, Liaupsin, and Lane (2007), implemented in a job-share classroom with two first-grade students. One student was at risk for emotional and behavioral disorders (EBD) according to systematic screenings that were implemented as part of regular school practices and one student was receiving special education services for an emotional disturbance. Results of both withdrawal designs revealed a functional relation between the intervention procedures and academic engaged time. Further, both interventions were rated as socially valid by the teachers and students. Limitations and future directions are presented.
ISSN:	0748-8491 1934-8924 1934-8924
DOI:	10.1353/etc.0.0073