Date Approved

5-3-1999

Embargo Period

7-22-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Subject(s)

Children with mental disabilities--Education; People with mental disabilities--Behavior modification

Disciplines

Educational Psychology

Abstract

The purpose of this study was to determine the effectiveness of functional analysis of challenging behaviors and behavioral intervention programs on children with multiple handicaps. It was hypothesized that there would be difference in the exhibition of challenging behaviors in children with multiple handicaps following administration of a functional analysis and a behavioral intervention plan. Ten challenging behaviors exhibited by seven children who are multi-handicapped were examined using the process of functional analysis (records review, Motivation Assessment Scale and Analog Setting/Environmental Manipulation) and behavioral intervention. The children ranged in age from five years, four months, to eight years, nine months. The behaviors exhibited included stereotype, self-injury, aggressive and food refusal behaviors. Baseline and post-intervention scores were obtained using the observational recording method of partial interval recording. The data was analyzed using the Wilcoxon Test for Paired Samples. The results of the testing indicated that there was a significance between the two sets of scores. Individual differences in the behaviors of children with multiple handicaps appear to be affected by factors such as the behavior itself, its maintaining variables and the resultant consequences of the behavior.

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