Effect of individualized curricular accommodations, incorporating student interest and the impact on the motivation and occurrence/ nonoccurrence of disruptive behavior displayed by students with emotional/behavioral disorders.

Description:

As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to address problem behavior of students with Emotional/Behavioral Disorders (E/BD). Given the poor behavioral, academic, and social outcomes for these students, there is a compelling need to identify effective, proactive interventions. Current literature has well established the ineffectiveness of traditional, punitive, and consequence-laden strategies to deal with behaviors. Research has shown the manipulation of antecedent stimuli, in the form of curricular adaptations, can provide a positive, proactive means of managing behavior. Specifically, curriculum modifications, based on student interest, are proposed as a positive, proactive strategy used to manipulate antecedent stimuli to improve the behavior of students with E/BD. The purpose of this study was to investigate the manipulation of antecedent stimuli through the implementation of individualized, curricular adaptations, based on student interest, to reduce the problem behavior of students exhibiting disruptive behaviors. A second purpose was to explore the effect of those adaptations on the behavior motivation of students with E/BD. In this study, curriculum modifications based on student interest were used to reduce disruptive behavior, increase desirable behavior, and effect change in the motivation for problem behavior among four elementary school boys with E/BD. Use of an ABAB reversal design, including interval data collection, and the use of a behavior rating scale and a motivation assessment scale were used to establish baseline data and determine effectiveness of the intervention. Results indicate that each student demonstrated a reduction in disruptive behavior, an increase in desirable behavior, and changes in motivation for behavior.

Creator(s): Teaff, Teresa L.
Creation Date: December 2001
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Total Uses: 1,871
Past 30 days: 19
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: December 2001
  • Digitized: July 13, 2007
Description:

As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to address problem behavior of students with Emotional/Behavioral Disorders (E/BD). Given the poor behavioral, academic, and social outcomes for these students, there is a compelling need to identify effective, proactive interventions. Current literature has well established the ineffectiveness of traditional, punitive, and consequence-laden strategies to deal with behaviors. Research has shown the manipulation of antecedent stimuli, in the form of curricular adaptations, can provide a positive, proactive means of managing behavior. Specifically, curriculum modifications, based on student interest, are proposed as a positive, proactive strategy used to manipulate antecedent stimuli to improve the behavior of students with E/BD. The purpose of this study was to investigate the manipulation of antecedent stimuli through the implementation of individualized, curricular adaptations, based on student interest, to reduce the problem behavior of students exhibiting disruptive behaviors. A second purpose was to explore the effect of those adaptations on the behavior motivation of students with E/BD. In this study, curriculum modifications based on student interest were used to reduce disruptive behavior, increase desirable behavior, and effect change in the motivation for problem behavior among four elementary school boys with E/BD. Use of an ABAB reversal design, including interval data collection, and the use of a behavior rating scale and a motivation assessment scale were used to establish baseline data and determine effectiveness of the intervention. Results indicate that each student demonstrated a reduction in disruptive behavior, an increase in desirable behavior, and changes in motivation for behavior.

Degree:
Level: Doctoral
Discipline: Special Education
Language(s):
Subject(s):
Keyword(s): Disruptive behavior | behavioral disorders | student interest | motivation | effect | individualized curricular accommodations | Disabilities Education Act of 1997 | emotional disorders
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 51969873 |
  • ARK: ark:/67531/metadc3025
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Teaff, Teresa L.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.