Citation

Kinch C, Lewis-Palmer T, Hagan-Burke S, Sugai G. Educ. Treat. Child. 2001; 24(4): 480-494.

Copyright

(Copyright © 2001, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

To understand and prevent problem behavior in schools, educators must increase the efficiency and accuracy of the information that they use to develop effective and relevant behavior intervention plans. The purpose of this study was to examine the usefulness of information secured from student and teacher interviews. Participants included eight middle school students who displayed substantially more problem behaviors in one general education classroom (high-risk classroom) than another general education classroom (low-risk classroom), and teachers from each of those classrooms. Teacher and student interview data were assessed for agreement on information obtained about behaviors, response classes, setting events, antecedents, and consequences. The results indicated that students were able to provide useful and reliable information in the functional assessment interview process. Moderate to high agreement was obtained between target students and teachers with direct knowledge of their problem behaviors in high-risk classrooms. Lower agreement was found between those same students and their teachers in low-risk classrooms. Implications for practitioners and researchers are discussed.

Language: en