Abstract
This study investigated the effects of adding individualized, function-based support to the well-documented early intervention, First Step to Success. A single-subject multiple-baseline design was applied across three, K-1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized function-based support plan was added to the First Step protocol. The multiple baseline analysis documented an effect between adding individualized, function-based supports to the standard First Step program and both (a) a decrease in problem behavior and (b) an increase in academic engagement. Implications of the results are provided for the design of school-based behavior support, implementation of First Step to Success, and applications of manualized interventions.
Original language | American English |
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Journal | Early and Special Education Faculty Publications and Presentations |
DOIs | |
State | Published - 1 Jan 2009 |
Keywords
- FBA
- First Step
- function based
- manualized
- secondary intervention
- targeted intervention
EGS Disciplines
- Education
- Educational Assessment, Evaluation, and Research
- Special Education and Teaching