Modifying Activities to Produce Functional Outcomes: Effects on the Problem Behaviors of Students with Disabilities.
Dunlap, Glen; And Others (1995). Journal of the Association for Persons with Severe Handicaps, v20 n4 p248-58. Retrieved from: https://eric.ed.gov/?id=EJ518051
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examining1Student, grade8
Functional Behavioral Assessment-based Interventions Intervention Report
Review Details
Reviewed: December 2016
- Single Case Design
- Meets WWC standards with reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Functional Behavioral Assessment-based Interventions.
Findings
To view more detailed information about the study findings from this review, please see Functional Behavioral Assessment-based Interventions Intervention Report (977 KB)
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Florida
Study Details
Setting
The study took place in a school in Florida. The sessions were conducted in a separate room by an aide who was familiar with the students. A behavior management system was in place in the classroom.
Study sample
Three students were part of the study sample. Jill was 13 years old and had multiple disabilities, including severe emotional disturbance, mild mental retardation, schizophrenia, and attention deficit disorder. The study reported outcomes for two additional students, Jary and Natalie. The single-case design experiment for Jary is not eligible for this review because he was not diagnosed with an emotional disturbance, but was instead diagnosed as having autism and an intellectual disability. Natalie’s study design did not meet WWC pilot single-case design standards because there were fewer than three data points in at least one phase of her reversal/withdrawal design experiment. As a result, their single-case design experiments are not described in this report or included in the ratings of effectiveness.
Intervention
Functional behavioral assessment (FBA) procedures included interviews with teachers, followed by direct observations. Based on the FBA, an intervention was developed that retained instructional objectives but modified curricular activities to better align with Jill’s interests. The FBA-based intervention consisted of writing captions onto a blank sheet of lined paper that were related to photographs that she had taken earlier in the week. The instructional objective was to demonstrate the correct use of letter formation and spacing in handwriting.
Comparison
The study used a reversal-withdrawal design. Jill’s baseline/withdrawal condition consisted of regular instruction and copying words from a handwriting book onto a blank sheet of lined paper.
Support for implementation
Not reported.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).