Assessing the Effectiveness of Individualized Behavior Support Interventions for Children with Challenging Behavior in Early Care and Education Settings
Adams, Jessie Morris
The purpose of this study was to evaluate the effectiveness of individualized interventions for young children with persistent challenging behavior. Three children between the ages of 4 and 5 years participated in the study. For each child, target activities and target behaviors were identified. Multicomponent interventions were developed that addressed the functions of the challenging behaviors. Coaches and teachers implemented behavior support interventions during the course of the target activities in the classroom environment. Challenging behavior was significantly reduced for all three children after the introduction of intervention. Fidelity of implementation was also examined, and results are presented for total level of fidelity as well as fidelity by implementer (i.e., teacher or coach). Social validity was assessed using a questionnaire; all teachers reported that the intervention was effective and that they would continue to use the intervention strategies in the future. Issues of generalization and maintenance are discussed. Issues for practice and future research are presented.