The Effects of Function-Based Thinking on Teacher Selection of Interventions for Disruptive Student Behavior
Date of Award
Doctor of Philosophy (PhD)
Communication Disorders & Special Education
Robert A, Gable
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.
"The Effects of Function-Based Thinking on Teacher Selection of Interventions for Disruptive Student Behavior"
(2015). Doctor of Philosophy (PhD), Dissertation, Communication Disorders & Special Education, Old Dominion University, DOI: 10.25777/sd0a-yf28