Date of Award
Spring 5-5-2023
Level of Access Assigned by Author
Open-Access Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Advisor
James Artisani
Second Committee Member
Deborah Rooks-Ellis
Third Committee Member
Sarah Howorth
Additional Committee Members
Mary Ellin Logue
Sid Mitchell
Abstract
This study examined the feasibility of elementary classroom teachers using functionbased thinking, a modified FBA process, to address mild, but persistent classroom behavior. Through a series of professional development trainings, a pretest and posttest, regular consultation meetings and feedback sessions, and repeated observations, participants were taught to use FBT to shape and guide the way that they viewed common classroom behaviors from their students. Participants learned to identify the functions of student behavior and use their hypotheses to develop comprehensive behavior plans targeting interventions for student behavior while developing prosocial replacement behaviors. The results of the study found that the participants were able to identify conceptually systematic, antecedent-based modifications, as well as ascertain the function of problem behavior, to positively support socially valid behavior change of students with mild but persistent behaviors in the inclusive setting.
Recommended Citation
Treworgy, Jamie, "An Examination of Teachers’ Ability to Use Function-based Thinking to Support Students With Mild but Persistent Challenging Behaviors in the General Education Setting" (2023). Electronic Theses and Dissertations. 3800.
https://digitalcommons.library.umaine.edu/etd/3800