Abstract
School-based support teams may be overwhelmed, making it essential that teachers quickly integrate effective behavior management practices into their developing repertoire of skills. Using a randomized multiple baseline design, this study investigated the effects of a function-based classwide intervention on disruptive behavior and class engagement in three urban self-contained ELA classrooms for students with emotional and behavioral disorders. Teacher implementation was supported through the application of a problem solving consultation framework. Visual analysis of observation data suggested that interventions were effective in all three classrooms. The participating teacher also reported intervention and consultation services as socially valid.
Recommended Citation
McKenna, John William; Brigham, Frederick; and Gilic, Lina
(2019)
"The Effects of a Function-Based Classwide Intervention on the Behavior of Students in Urban Self-Contained English Language Arts Classrooms,"
Journal of Vincentian Social Action: Vol. 4:
Iss.
3, Article 5.
Available at:
https://scholar.stjohns.edu/jovsa/vol4/iss3/5
Included in
Disability and Equity in Education Commons, Educational Methods Commons, Social and Behavioral Sciences Commons, Special Education and Teaching Commons
