The effects of the class-wide function-related intervention teams on behaviors of an elementary student with autism spectrum disorder in an inclusive classroom in Taiwan

Yi Chen Wu, Pei Yu Chen, Shin Ping Tsai, Shu Fei Tsai, Yu Chi Chou, Chun Yu Chiu*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

5 引文 斯高帕斯(Scopus)

摘要

In Taiwan, most students with disabilities receive education in an inclusive setting. Literature has documented the effects of interventions in increasing students’ positive behaviors in inclusive settings, including students with disabilities in Western countries; however, effectiveness of such interventions in an Asian context remains unclear. The Class-Wide Function-Related Intervention Teams (CW-FIT) is one of the interventions that applies reinforcement-based strategies and provides multi-tiered supports to students with various severity of challenging behaviors. This study investigates the effects of CW-FIT Tier I (i.e. class-wide intervention) and Tier II (i.e. self-management) on the on-task and disruptive behaviors of a student with Autism Spectrum Disorder in an inclusive elementary classroom in Taiwan. Across nine weeks of intervention, the researchers used a reversal single-case design A-B-C-B-C to demonstrate experimental control over five phases. In addition, the researchers administered interviews and questionnaires to collect social validity data from the teacher and peers’ perceptions toward the intervention. Findings from this study support that the CW-FIT is an effective intervention in increasing a student’s on-task behaviors and decreasing disruptive behaviors in an inclusive classroom in an Asian context. The effect of implementing multiple tiers of CW-FIT was much more effective than implementing solely Tier I (class-wide intervention). The intervention was also well-received by the general education teacher and students.

原文英語
頁(從 - 到)368-377
頁數10
期刊International Journal of Developmental Disabilities
65
發行號5
DOIs
出版狀態已發佈 - 2019 10月 20

ASJC Scopus subject areas

  • 發展與教育心理學
  • 精神病學和心理健康

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