Assessing the Effectiveness of Individualized Behavior Support Interventions for Children with Challenging Behavior in Early Care and Education Settings
Adams, Jessie Morris
:
2012-12-07
Abstract
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.