Date Approved
8-15-2012
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Special Education
Department
Language, Literacy, and Special Education
College
College of Education
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.
Recommended Citation
Hughes, Emily, "The effect of a classroom wide positive behavior support used simultaneously with individualized intervention to students with ASD" (2012). Theses and Dissertations. 192.
https://rdw.rowan.edu/etd/192
