The purpose of this study was to investigate the effectiveness of functional assessment and antecedents-based intervention to reduce problem behaviors, improve task engagement and task achievement of students with disabilities in special education cla...
The purpose of this study was to investigate the effectiveness of functional assessment and antecedents-based intervention to reduce problem behaviors, improve task engagement and task achievement of students with disabilities in special education classroom. Descriptive functional assessment were conducted to identify antecedent that were functionally related to problem behaviors and task engagement. The first hypothesis for everyone was "when tasks incorporate his preferences". The second hypothesis for student 1 was "when completing tasks with teacher in close proximity". The second hypothesis for student 2 was "when completing tasks not together but alone". Using reversal design, hypotheses were tested and were accepted. After then, intervention package derived from the results of the assessments were examined within multiple-baseline design across three subjects. Functional assessment and antecedents-based intervention resulted in reduction in problem behavior, increase in task engagement, and improvement in task achievement. The effects of intervention were generalized to the inclusive regular class with a general education teacher.