Evaluating the Effects of Function-Based Interventions with Deaf or Hard-of-Hearing Students

Autor/inn/en	Gann, Candace J.; Gaines, Sarah E.; Antia, Shirin D.; Umbreit, John; Liaupsin, Carl J.
Titel	Evaluating the Effects of Function-Based Interventions with Deaf or Hard-of-Hearing Students
Quelle	In: Journal of Deaf Studies and Deaf Education, 20 (2015) 3, S.252-265 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/env011
Schlagwörter	Deafness; Hearing Impairments; Intervention; Elementary School Students; Males; Special Schools; Time on Task; Behavior Problems; Functional Behavioral Assessment; Student Needs; Program Effectiveness; Teacher Attitudes; Program Implementation + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Male; Männliches Geschlecht; Special school; Sonderschule; Zeitaufwand; Lehrerverhalten
Abstract	This study examined the effectiveness of function-based interventions with students who are deaf or hard of hearing (D/HH). The participants were 3 elementary-aged males attending a center school for the deaf who exhibited chronic off-task behaviors throughout the school day. This study was conducted across 2 phases: (a) a descriptive functional behavior assessment (FBA) was conducted for each participant and (b) individualized function-based interventions were developed based on the results of the FBAs, followed by the implementation of the interventions in each classroom using a single-subject, ABAB reversal design. The function-based interventions significantly improved each participant's on-task behavior in his classroom environment. Furthermore, social validity ratings by each teacher revealed that the interventions were effective, easy to implement, and appropriate for each participant. Implications for application of the procedures used in this study with the D/HH population, limitations, and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01