The Use of Functional Assessment and Self-Management with a First Grader

ABSTRACT

The effects of a self-management intervention on the disruptive behavior of a first-grade student were evaluated. First, hypotheses as to what environmental variables set the occasion for disruptive behavior were generated. Next, a structural analysis (Carr & Durand, 1985) was conducted across three curricular areas (story time, art, and seat work) to test each hypothesis directly. The structural analysis indicates that low adult attention sets the occasion for disruptive behavior. Based on this finding, a self-management intervention was implemented in which the child was provided with adult attention contingent on appropriate behavior on a VI schedule. The package was implemented across the three curricular areas to form a multiple-baseline design. As the study progressed, the VI schedule increased so as to fade the schedule of reinforcement. The results show that the self-management intervention was effective in reducing disruptive behavior in all three curricular areas. These findings are significant because they demonstrate the applicability of functional assessment procedures with nondisabled children and that the results of this type of assessment can be blended into commonly-used classroom interventions.