Graduation Year

2016

Document Type

Thesis

Degree

M.A.

Degree Name

Master of Arts (M.A.)

Degree Granting Department

Child and Family Studies

Major Professor

Kwang-Sub C. Blair, Ph.D.

Committee Member

Kimberly Crosland, Ph.D.

Committee Member

Andrew Samaha, Ph.D.

Keywords

functional behavior assessment, manualized intervention, behavioral consultation, autism spectrum disorder

Abstract

The purpose of this study was to evaluate the process and outcomes of using the Teaching Tools for Young Children with Challenging Behavior (TTYC) with two kindergarten classroom teachers and two high functioning children with autism spectrum disorders engaging in moderate problem behavior during daily classroom routines. The focus was to evaluate the extent to which the kindergarten teachers could adequately use the TTYC toolkit with minimal behavioral consultation in the assessment and intervention process and to examine its impact on student behavior. A multiple baseline design across routines was used for each child to evaluate the child outcomes. The results indicated that the teachers successfully used the TTYC toolkit to design and implement routine-based intervention plans with fidelity, and their implementation of the intervention plan led to increased replacement behavior and decreased problem behavior across routines for both children. Improved levels of behaviors were maintained at 2-week follow up for one child.

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