Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start

Katherine M. Bellone, Brad A. Dufrene, Daniel H. Tingstrom, D. Joe Olmi, Christopher Barry

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

This study tested the relative efficacy of two interventions for children referred for consultation services due to problem behavior in the classroom. Teachers nominated children for participation due to frequent disruptive behaviors, such as inappropriate vocalizations and off-task behavior. Four Black males from 3 to 4 years old who attended Head Start centers served as the participants. Each child received a functional assessment that included a teacher-completed functional assessment rating scale and a brief functional analysis. Following functional assessments, an alternating treatments design was used to test the relative efficacy of an intervention matched to function and the Mystery Motivator intervention, not matched to function. Results indicate that both the intervention matched to function and the Mystery Motivator intervention were superior to a no-intervention control condition, but the function-matched intervention was more effective than the Mystery Motivator intervention for reducing problem behaviors and increasing appropriate engagement for all four children. Results are discussed in terms of learning principles potentially responsible for differential efficacy, as well as implications for applied practice.

Original languageEnglish (US)
Pages (from-to)378-400
Number of pages23
JournalJournal of Behavioral Education
Volume23
Issue number3
DOIs
StatePublished - 2014

Fingerprint

Preschool Children
preschool child
Referral and Consultation
Learning
functional analysis
teacher
rating scale
Problem Behavior
classroom
participation
Therapeutics
learning

Keywords

  • Behavioral interventions
  • Functional assessment
  • Mystery Motivator
  • Preschool

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start. / Bellone, Katherine M.; Dufrene, Brad A.; Tingstrom, Daniel H.; Olmi, D. Joe; Barry, Christopher.

In: Journal of Behavioral Education, Vol. 23, No. 3, 2014, p. 378-400.

Research output: Contribution to journalArticle

Bellone, Katherine M. ; Dufrene, Brad A. ; Tingstrom, Daniel H. ; Olmi, D. Joe ; Barry, Christopher. / Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start. In: Journal of Behavioral Education. 2014 ; Vol. 23, No. 3. pp. 378-400.
@article{859376910ee44f7f823411d1b01e226e,
title = "Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start",
abstract = "This study tested the relative efficacy of two interventions for children referred for consultation services due to problem behavior in the classroom. Teachers nominated children for participation due to frequent disruptive behaviors, such as inappropriate vocalizations and off-task behavior. Four Black males from 3 to 4 years old who attended Head Start centers served as the participants. Each child received a functional assessment that included a teacher-completed functional assessment rating scale and a brief functional analysis. Following functional assessments, an alternating treatments design was used to test the relative efficacy of an intervention matched to function and the Mystery Motivator intervention, not matched to function. Results indicate that both the intervention matched to function and the Mystery Motivator intervention were superior to a no-intervention control condition, but the function-matched intervention was more effective than the Mystery Motivator intervention for reducing problem behaviors and increasing appropriate engagement for all four children. Results are discussed in terms of learning principles potentially responsible for differential efficacy, as well as implications for applied practice.",
keywords = "Behavioral interventions, Functional assessment, Mystery Motivator, Preschool",
author = "Bellone, {Katherine M.} and Dufrene, {Brad A.} and Tingstrom, {Daniel H.} and Olmi, {D. Joe} and Christopher Barry",
year = "2014",
doi = "10.1007/s10864-014-9196-6",
language = "English (US)",
volume = "23",
pages = "378--400",
journal = "Journal of Behavioral Education",
issn = "1053-0819",
publisher = "Springer New York",
number = "3",

}

TY - JOUR

T1 - Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start

AU - Bellone, Katherine M.

AU - Dufrene, Brad A.

AU - Tingstrom, Daniel H.

AU - Olmi, D. Joe

AU - Barry, Christopher

PY - 2014

Y1 - 2014

N2 - This study tested the relative efficacy of two interventions for children referred for consultation services due to problem behavior in the classroom. Teachers nominated children for participation due to frequent disruptive behaviors, such as inappropriate vocalizations and off-task behavior. Four Black males from 3 to 4 years old who attended Head Start centers served as the participants. Each child received a functional assessment that included a teacher-completed functional assessment rating scale and a brief functional analysis. Following functional assessments, an alternating treatments design was used to test the relative efficacy of an intervention matched to function and the Mystery Motivator intervention, not matched to function. Results indicate that both the intervention matched to function and the Mystery Motivator intervention were superior to a no-intervention control condition, but the function-matched intervention was more effective than the Mystery Motivator intervention for reducing problem behaviors and increasing appropriate engagement for all four children. Results are discussed in terms of learning principles potentially responsible for differential efficacy, as well as implications for applied practice.

AB - This study tested the relative efficacy of two interventions for children referred for consultation services due to problem behavior in the classroom. Teachers nominated children for participation due to frequent disruptive behaviors, such as inappropriate vocalizations and off-task behavior. Four Black males from 3 to 4 years old who attended Head Start centers served as the participants. Each child received a functional assessment that included a teacher-completed functional assessment rating scale and a brief functional analysis. Following functional assessments, an alternating treatments design was used to test the relative efficacy of an intervention matched to function and the Mystery Motivator intervention, not matched to function. Results indicate that both the intervention matched to function and the Mystery Motivator intervention were superior to a no-intervention control condition, but the function-matched intervention was more effective than the Mystery Motivator intervention for reducing problem behaviors and increasing appropriate engagement for all four children. Results are discussed in terms of learning principles potentially responsible for differential efficacy, as well as implications for applied practice.

KW - Behavioral interventions

KW - Functional assessment

KW - Mystery Motivator

KW - Preschool

UR - http://www.scopus.com/inward/record.url?scp=84905722652&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84905722652&partnerID=8YFLogxK

U2 - 10.1007/s10864-014-9196-6

DO - 10.1007/s10864-014-9196-6

M3 - Article

AN - SCOPUS:84905722652

VL - 23

SP - 378

EP - 400

JO - Journal of Behavioral Education

JF - Journal of Behavioral Education

SN - 1053-0819

IS - 3

ER -