Graduation Year

2021

Document Type

Thesis

Degree

M.S.

Degree Name

Master of Science (M.S.)

Degree Granting Department

Child and Family Studies

Major Professor

Kimberly Crosland, Ph.D.

Committee Member

Rocky Haynes, Ph.D.

Committee Member

Raymond Miltenberger, Ph.D.

Keywords

on-task, Disruptive Behavior, Physical Activity, School, technology, Virtual

Abstract

Case Study 1: Sedentary lifestyles are part of an increasing problem of social significance in the United States. Behavioral interventions can be used to effect change in this area and the target behavior of increase can be physical activity. Multiple behavioral change techniques used within an umbrella of a self-management intervention package were utilized to increase physical activity, more specifically walking behavior, for one participant. The study results showed that the self-management intervention package was effective in increasing walking behavior for the participant, and future research is discussed.

  • Applying behavioral interventions to the area of physical activity can assist clinicians in intervening on a variety of behaviors such as weight management, motivation and reinforcement, self-advocacy, teaching leisure skills, dietary issues, social interaction, safety skills, etc.
  • Self-management/self-monitoring interventions increase the self-efficacy of participants and clinicians can utilize them to help generalize treatment and fade out services.
  • Clinicians can utilize technology when intervening with behavior change techniques on physical activity.
  • Clinicians have options of components for a packaged intervention and can pick and choose which components are the most effective for a particular client based on analysis.

Case Study 2: Students often engage in disruptive behaviors in the classroom. Teachers can spend more time managing disruptive behaviors than actually teaching. Effective interventions to target disruptive students are needed that require low response effort, minimal resources, and have high social validity from both teachers and students. One such intervention that has been shown by research to be effective in reducing disruptive behavior of students in the classroom is the class pass intervention in which students can exchanges passes for breaks or tangible items. This study evaluated the class pass system with one participant who was engaging in high levels of off-task behavior in a virtual classroom. Results showed slight changes in off-task behavior with substantial variability.

  • The class pass intervention is a contextually fit program that can be easily taught to teachers and requires minimal oversight by clinicians.
  • Reducing disruptive behavior in the classroom is a socially valid target for not only the teacher, but also the student, the family, and peers.
  • The class pass intervention can be utilized within an established Multi-Tiered System of Supports (MTSS) program such as School-Wide Positive Behavioral Interventions and Supports (SW-PBIS).

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