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Using Function-Based Choice-Making Interventions To Increase Task Completion And Accuracy And To Reduce Problem Behaviors For Students With E/Bd, Michelle L. Ramsey
Communication Sciences and Disorders Dissertations
Two choice-making interventions (task sequence and where) were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for ten sixth through eighth grade students with E/BD in a residential math classroom using a reversal design. An FBA was conducted to determine the function of disruptive behavior during independent math practice prior to the implementation of the two choice-making interventions. The math teacher provided either choice of task sequence of the independent tasks or choice of where to complete the independent tasks. Results indicate that choice of task sequence matched ...