The effects of functionbased communication intervention for a student with emotional disturbance in a general education setting
Academic Article
Overview
Research
Identity
Additional Document Info
Other
View All
Overview
abstract
AbstractResearch has shown that most children with emotional disturbance (ED) are struggling to use communication skills and they may tend to use inappropriate behaviours as a form of communication to disclose their needs. A functionbased communication intervention might be an effective approach to decrease inappropriate behaviours of children with ED. The purpose of this singlecase multiple baseline reversal design (ABAB) study was to examine the effectiveness of the functionbased communication intervention for ontask and disruptive behaviours of an 8yearold student with ED. Functional behavioural assessment (FBA) was conducted and based on the findings of FBA, a colourcoded communication system, was implemented during reading and math classes. The findings indicated that functionbased communication intervention was effective in increasing ontask as well as decreasing disruptive behaviours. Furthermore, the functionbased communication intervention improved communication between the teacher and the student that resulted in decreasing disruptive behaviours in a general classroom setting. The generalisability of the findings due to the limited number of participants was an important limitation for this study. Future directions, as well as implications for practices, are discussed.
