Graduation Year
2024
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Kwang-Sun Cho Blair, Ph.D., BCBA-D
Co-Major Professor
Kimberly Crosland, Ph.D., BCBA-D
Committee Member
Anthony Concepcion, Ph.D., BCBA-D
Keywords
Function-based intervention, self-monitoring, autism spectrum disorder, on-task behavior, middle school
Abstract
This study examined the effects of a function-based self-monitoring procedure on functional communicative response (FCR) and problem behavior in middle school students with autism spectrum disorder. Three middle school age students diagnosed with and autism spectrum disorder and displaying challenging behavior and their respective classroom teachers and supporting staff (paraprofessionals) participated in this study. The study employed a multiple baseline design across participants to evaluate the effect of function-based self-monitoring on FCR, task engagement, and problem behavior. Following a 30-min training, the students and staff independently implemented the function-based self-monitoring procedure with fidelity which led to desired changes in student behavior. Results demonstrated that teaching students FCR and having them self-monitor their behavior effectively improved classroom behavior. The paraprofessionals successfully produced desired behavioral outcomes for students, even when implementing the intervention independently without researcher support. Both teachers and students found the function-based self-monitoring intervention to be effective and favorable.
Scholar Commons Citation
Ganey, Lanease, "Using Function Based Self-Monitoring to Teach Functional Communication Skills and Decrease Problem Behavior for Middle School Students with ASD" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10620
