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Combining Multiple Assessments to Develop Function-based Interventions For Children with Autism

Shier, Ashley C.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406809871

Abstract Details

2014, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: School Psychology.
Two participants in an early intervention preschool classroom for children with autism participated in this study. A paired choice assessment (Harding, Wacker, Berg, Barretto, and Lee, 2005), utilizing a concurrent operant arrangement, and a brief functional analysis, were used within a typical classroom day to evaluate each child’s relative preference for positive and negative reinforcement, as well as function(s) maintaining problem behavior. The brief functional analysis results yielded multiply maintained behaviors (for Ethan) and inconclusive results (for Logan). The paired choice yielded differentiated preferences for both participants. Individualized linked interventions were developed and implemented collaboratively with classroom staff. The results of this study extend previous research by demonstrating that multiple brief measures could effectively be conducted during a typical school day with preschoolers with autism. Secondly, this study demonstrated the utility of the paired choice assessment when functional analysis results are inconclusive, demonstrate behaviors are automatically reinforced, or indicate that behaviors are multiply maintained. Lastly, results demonstrated the potential utility of brief measures in reducing problematic behavior in a classroom setting.
Renee Oliver Hawkins, Ph.D. (Committee Chair)
Kimberly Kroeger-Geoppinger, Psy.D. (Committee Member)
Todd Haydon, Ph.D. (Committee Member)
Francis Lentz, Ph.D. (Committee Member)
Julie Morrison, Ph.D. (Committee Member)
79 p.
Behavioral Sciences
autism; function-based intervention; problem behavior

Recommended Citations

Citations

  • Shier, A. C. (2014). Combining Multiple Assessments to Develop Function-based Interventions For Children with Autism [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406809871

    APA Style (7th edition)

  • Shier, Ashley. Combining Multiple Assessments to Develop Function-based Interventions For Children with Autism. 2014. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406809871.

    MLA Style (8th edition)

  • Shier, Ashley. "Combining Multiple Assessments to Develop Function-based Interventions For Children with Autism." Doctoral dissertation, University of Cincinnati, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406809871

    Chicago Manual of Style (17th edition)

ucin1406809871
474
© 2014, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.