Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior

The purpose of this study was to investigate the effectiveness of a tier two daily behavior card intervention and differential effects based on function of problem behavior. The participants were 36 elementary school students nominated for additional intervention beyond universal School-Wide Positiv...

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Bibliographic Details
Published in:	Journal of positive behavior interventions 2009-04, Vol.11 (2), p.82-93
Main Authors:	McIntosh, Kent, Campbell, Amy L., Carter, Deborah Russell, Rossetto Dickey, Celeste
Format:	Article
Language:	eng
Subjects:	Behavior modification Behavior Problems Behavior Rating Scales Classroom Techniques Discipline Elementary School Students Functional Behavioral Assessment Intervention Multivariate Analysis Outcomes of Treatment Positive Behavior Supports Referral Response to Intervention Student behavior
Online Access:	Get full text
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Summary:	The purpose of this study was to investigate the effectiveness of a tier two daily behavior card intervention and differential effects based on function of problem behavior. The participants were 36 elementary school students nominated for additional intervention beyond universal School-Wide Positive Behavior Support. Measures included standardized behavior rating scales and rate of office discipline referrals before and after 8 weeks of intervention. A multivariate analysis of variance was used, and results showed statistically significant differences in response to intervention based on teacher-identified function of problem behavior. Results are discussed in terms of considering function of behavior in selecting tier two interventions and implementing a three-tier response to intervention model.
ISSN:	1098-3007 1538-4772