Functional Analysis of Off-Task Behavior of Elementary-Age Students with Emotional and Attentional Disorders during Reading Activities

Date of Graduation

Summer 2006

Degree

Master of Science in Education in Special Education

Department

Counseling, Leadership, and Special Education

Committee Chair

Linda Garrison-Kane

Abstract

This study employed a multi-element, reversal single-subject design (Kennedy, 2005; Cooper, Herron & Heward, 2004; Kazdin, 1986) to assess the function of off-task behaviors exhibited by four elementary-age students diagnosed with emotional and attentional disorders during their reading activities. A triangulation data analysis approach was utilized with direct observation data, indirect functional assessment questionnaires and a multi-element functional analysis of the aberrant behaviors to formulate a hypothesis of the off-task behaviors. A hypothesis of attention-seeking function was formulated for all four participants. A reversal (ABAB) single-subject design was then employed with all four students to assess the effects of the independent variable (self-management and social skills) on the dependent variables (off-task and on-task behaviors). The results of this study demonstrated that self-management and social skills instruction decreased the off-task behaviors exhibited by these four students diagnosed with emotional and attentional disorders during their reading activities.

Keywords

functional analysis, functional assessment, emotional disorders, self-monitoring

Subject Categories

Special Education and Teaching

Copyright

© Nicole A. Welch

Citation-only

Dissertation/Thesis

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