A Self-Management Functional Assessment-Based Behavior Support Plan for a Middle School Student with EBD
| Author (s) |
Smith, B.W. & Sugai, G. |
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| Year of Publication |
2000 |
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| Publication Type |
article |
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| Name of Periodical |
Journal of Positive Behavior Interventions |
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| Volume |
2 |
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| Issue |
4 |
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| Page Numbers |
208-217 |
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| Editors |
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| Publisher &
Address |
PRO-Ed Inc.
8700 Shoal Creek Blvd.
Austin, Texas 78757-6897
1-800-897-3202
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| Available From |
Publisher |
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| URL |
http//:www.proedinc.com |
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| Suggested Audience |
- Educators
- Administrators
- Teacher trainers
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| Descriptors |
- At-risk youth
- Special education
- Middle school/junior high
- Instruction
- Teacher roles
- Social integration
- Student behavior
- Teacher-student relationships
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Content Abstract
The purpose of this study was to examine the effect of a functional assessment-based self-management strategy on the problem classroom behavior of a seventh-grade student identified as having emotional and/or behavioral disorders. On the basis of data obtained from functional assessment interviews and direct observations, the student was taught a self-management strategy that consisted of self-recording work completion and appropriate hand raising, self-instruction on ”keeping his cool,” and self-recruitment of adult attention. An ABAB design was used to evaluate the impact of the self-management package. The results indicated that the self-management package was associated with increases in work completion and percentage of intervals of on-task behavior, as well as decreases in percentage of intervals of talk-outs. (abstract from article)
Methodological Notes
The student was a seventh grader receiving special education services in a self-contained behavior support program. He was described in teacher interviews as ”intelligent but volatile”. Using the Functional Assessment Interview Form, the first author interviewed the student and his teachers. These interviews allowed preliminary hypotheses statements to be developed concerning the relationship of problem behaviors to setting events, triggering antecedents, and maintaining consequences. Direct observation data were collected across three different days in the classroom. Observations focused on noting when talk-outs occurred and what events preceded and followed this behavior. The student’s behavioral difficulties primarily occurred in his self-contained classroom so this setting was targeted for intervention. (excerpted from article)
Additional Comments
Reviews and Commentary by the Field
