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Title page for ETD etd-11292012-164310

Type of Document Dissertation
Author Adams, Jessie Morris
Author's Email Address jessie.m.adams@gmail.com
URN etd-11292012-164310
Title Assessing the Effectiveness of Individualized Behavior Support Interventions for Children with Challenging Behavior in Early Care and Education Settings
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Mary Louise Hemmeter Committee Chair
Ann Kaiser Committee Member
Mark Wolery Committee Member
Patricia Snyder Committee Member
  • challenging behavior
  • preschool
  • pre-K
  • positive behavior support
  • early childhood
Date of Defense 2012-10-22
Availability unrestricted
The purpose of this study was to evaluate the effectiveness of individualized interventions for

young children with persistent challenging behavior. Three children between the ages of 4 and 5

years participated in the study. For each child, target activities and target behaviors were

identified. Multicomponent interventions were developed that addressed the functions of the

challenging behaviors. Coaches and teachers implemented behavior support interventions during

the course of the target activities in the classroom environment. Challenging behavior was

significantly reduced for all three children after the introduction of intervention. Fidelity of

implementation was also examined, and results are presented for total level of fidelity as well as

fidelity by implementer (i.e., teacher or coach). Social validity was assessed using a

questionnaire; all teachers reported that the intervention was effective and that they would

continue to use the intervention strategies in the future. Issues of generalization and maintenance

are discussed. Issues for practice and future research are presented.

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