Date Approved

11-13-2018

Embargo Period

11-14-2018

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

Shuff, Midge

Subject(s)

Classroom management

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to implement positive behavior supports to reduce student elopement. The participant of this study was a female fifth grade student who is diagnosed with Specific Learning Disability and has had documented chronic elopement issues. The experimental design was used in this study. First, a baseline period occurred where data was collected on the frequency of the student's elopement behavior. Then, the positive behavior support of a small tangible daily classroom reward was earned by the student when she did not elope. Next, a reversal period occurred where the student did not receive any positive behavior supports. Finally, the second positive behavior support was implemented and the student received positive praise for not eloping throughout the school day. The independent variables for this study were the positive behavior supports of a small tangible reward and positive praise. The dependent variable was the number of elopements throughout the day. Both positive behavior supports of a small tangible reward and positive praise reduced the number of times the student eloped. A small tangible reward was the most effective strategy implemented to reduce this student from eloping.

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