Functional Analysis of Off-Task Behavior of Elementary-Age Students with Emotional and Attentional Disorders during Reading Activities
Date of Graduation
Master of Science in Education in Special Education
Counseling, Leadership, and Special Education
functional analysis, functional assessment, emotional disorders, self-monitoring
Special Education and Teaching
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.
© Nicole A. Welch
Welch, Nicole A., "Functional Analysis of Off-Task Behavior of Elementary-Age Students with Emotional and Attentional Disorders during Reading Activities" (2006). MSU Graduate Theses. 2764.