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Outcomes of Functional Assessment-Based Interventions for Students With and At Risk for Emotional and Behavioral Disorders in a Job-share Setting

Kathleen Lynne Lane, Shanna L. Eisner, James K. Kretzer, Allison L. Bruhn, Mary Crnobori, Laura Funke, Tara Lerner and Amy Casey
Education and Treatment of Children
Vol. 32, No. 4 (November 2009), pp. 573-604
Stable URL: http://www.jstor.org/stable/42900041
Page Count: 32
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Outcomes of Functional Assessment-Based Interventions for Students With and At Risk for Emotional and Behavioral Disorders in a Job-share Setting
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Abstract

In this article, we describe a systematic approach to designing, implementing, and evaluating functional assessment-based interventions developed by Umbreit, Ferro, Liaupsin, and Lane (2007), implemented in a job-share classroom with two first-grade students. One student was at risk for emotional and behavioral disorders (EBD) according to systematic screenings that were implemented as part of regular school practices and one student was receiving special education services for an emotional disturbance. Results of both withdrawal designs revealed a functional relation between the intervention procedures and academic engaged time. Further, both interventions were rated as socially valid by the teachers and students. Limitations and future directions are presented.

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