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
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.
Recommended Citation
Horner, Barbara A., "The effectiveness of functional analysis and behavioral intervention for children who are multi-handicapped and exhibit challenging behaviors" (1999). Theses and Dissertations. 1817.
https://rdw.rowan.edu/etd/1817
