Journal article
Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start
Journal of behavioral education, Vol.23(3), pp.378-400
09/2014
Handle:
https://hdl.handle.net/2376/112672
Abstract
This study tested the relative efficacy of two interventions for children referred for consultation services due to problem behavior in the classroom. Teachers nominated children for participation due to frequent disruptive behaviors, such as inappropriate vocalizations and off-task behavior. Four Black males from 3 to 4 years old who attended Head Start centers served as the participants. Each child received a functional assessment that included a teacher-completed functional assessment rating scale and a brief functional analysis. Following functional assessments, an alternating treatments design was used to test the relative efficacy of an intervention matched to function and the Mystery Motivator intervention, not matched to function. Results indicate that both the intervention matched to function and the Mystery Motivator intervention were superior to a no-intervention control condition, but the function-matched intervention was more effective than the Mystery Motivator intervention for reducing problem behaviors and increasing appropriate engagement for all four children. Results are discussed in terms of learning principles potentially responsible for differential efficacy, as well as implications for applied practice.
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Details
- Title
- Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start
- Creators
- Katherine Bellone - 319 S. Collington Avenue Baltimore MD 21231 USABrad Dufrene - Department of Education and Psychology The University of Southern Mississippi Hattiesburg MS USADaniel Tingstrom - Department of Education and Psychology The University of Southern Mississippi Hattiesburg MS USAD Olmi - Department of Education and Psychology The University of Southern Mississippi Hattiesburg MS USAChristopher Barry - Department of Education and Psychology The University of Southern Mississippi Hattiesburg MS USA
- Publication Details
- Journal of behavioral education, Vol.23(3), pp.378-400
- Academic Unit
- Psychology, Department of
- Publisher
- Springer US; Boston
- Identifiers
- 99900547640801842
- Language
- English
- Resource Type
- Journal article