Effects of a Function-Based Contingency and Self-Management Intervention on the Academic Engagement of a Student with FASD

Autor/inn/en	Griffin, Megan M.; Copeland, Susan R.; Maez, Rolanda
Titel	Effects of a Function-Based Contingency and Self-Management Intervention on the Academic Engagement of a Student with FASD
Quelle	In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 4, S.470-479 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Fetal Alcohol Syndrome; Intervention; Contingency Management; Self Management; Behavior Modification; Learner Engagement; Students with Disabilities; Preadolescents; Program Effectiveness; Functional Behavioral Assessment; Middle School Students; Reinforcement + Suchen Sie Ihr Suchwort? Fetal alcohol spectrum disorders; Alkoholembryopathie; Krisenbewältigung; Selbstmanagement; Behaviour modification; Verhaltensänderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-adolescence; Präadoleszenz; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Positive Verstärkung
Abstract	Fetal alcohol spectrum disorder (FASD) is characterized by impulsivity and deficits in executive functioning. Given this, individuals with FASD might particularly benefit from interventions that teach them to manage their own behavior in a more adaptive manner. Using a reversal (ABAB) design, the current study investigated the effects of a function-based self-management intervention package on the academic engagement of a 12-year-old Hispanic female with FASD during her after-school routine. The intervention included implementing antecedent strategies, teaching the participant to self-monitor, and providing contingent reinforcement. Results revealed a functional relationship between the intervention package and the participant's academic engagement. This finding strengthens the small but growing evidence that individuals with FASD can benefit from function-based behavior analytic interventions. Implications for research, practice, and policy are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01