collaborating with parents in reducing childrens challenging behaviors linking functional assessment to intervention在减少儿童与父母合作挑战行为功能评估与干预.pdfVIP

Hindawi Publishing Corporation Child Development Research Volume 2011, Article ID 835941, 10 pages doi:10.1155/2011/835941 Research Article Collaborating with Parents in Reducing Children’s Challenging Behaviors: Linking Functional Assessment to Intervention Angel Fettig1, 2 and Michaelene M. Ostrosky1 1 Department of Special Education, University of Illinois at Urbana-Champaign, Champaign, IL 61820-6990, USA 2 Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB8180. 105 Smith Level Road, Chapel Hill, NC 27599, USA Correspondence should be addressed to Angel Fettig, angel.fettig@ Received 27 October 2010; Accepted 7 February 2011 Academic Editor: Cheryl Dissanayake Copyright © 2011 A. Fettig and M. M. Ostrosky. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The relationship between a functional assessment-based parent intervention and preschoolers’ challenging behaviors was examined in the current study. A single subject design with a multiple baseline across 2 parent-child dyads was implemented. The researchers collaborated with parents to design the FA-based interventions and parents received varying levels of support throughout the study. Results indicate that parents were able to implement the functional assessment-based interventions, and these interventions effectively reduced children’s challenging behaviors. In addition, parents continued implementing the intervention strategies following termination of the intervention, and children’s challenging behaviors remained low. 1. Introdu