Author(s)

Emily Hughes

Date Approved

8-15-2012

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Language, Literacy, and Special Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Autistic youth--Behavior modification

Disciplines

Special Education and Teaching

Abstract

This study examined the effect that a classroom-wide positive behavior support (CW-PBS) has on decreasing the inappropriate behaviors of students with autism. In addition, individualized positive behavior strategies (e.g. teaching replacement behavior, self-monitoring) were provided simultaneously together with the CW-PBS to further examine the decrease of inappropriate behavior occurrences. A total of two adolescents with autism in a self-contained setting participated in the study. A single subject research design with AB phases was used. During the baseline, participating students' behavior was observed and frequency was recorded for 10 days, and the same observations were continued during the intervention when both CW-PBS and individualized intervention were provided. The results showed that a CW-PBS decreases the occurrences of problem behavior. In addition, individualized positive behavior support used simultaneously will continue to decrease the instances of inappropriate behavior.

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