Date of Award

Spring 2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Communication Disorders & Special Education

Program/Concentration

Special Education

Committee Director

Robert A, Gable

Committee Member

Stephen Tonelson

Committee Member

Patricia Hershfeldt

Abstract

Traditional approaches to addressing student misbehavior often involve the imposition of reactive and punitive consequences. Certain groups of students who engage in disruptive behavior experience a disproportionate amount of these punitive disciplinary responses. African American males are one such group. A growing body of research suggests that a need exists for more proactive and positive approaches to addressing student classroom misbehavior. One promising option is function-based thinking—a critical component of functional behavioral assessment. The present study examined both the accuracy of and change in teacher selected antecedent and/or consequence interventions aligned with the function of student behavior. Additionally, changes in teacher-selected interventions were examined in relationship to student race.

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DOI

10.25777/sd0a-yf28

ISBN

9781321843224

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