Degree Name
M.Ed. (Master of Education)
Program
Special Education
Date of Award
12-2018
Committee Chair or Co-Chairs
James Fox
Committee Members
Tina Hudson, Sarah Hit
Abstract
The initial and maintenance effects of a Daily Behavior Report Card (DBRC) intervention and fading procedure on Academic Engaged Time (AET) of a 6-year-old boy with Developmental Delay and Attention Deficits were evaluated with a reversal design. Following an initial baseline, the DBRC was implemented and then completely removed followed by reapplication of the DBRC. Subsequently, the report card was gradually reduced in the frequency of its use from very daily to every other day. Increased AET reliably varied with the application and then removal of the DBRC. Whereas complete removal of the DBRC resulted in substantial decreases in AET, response dependent fading of the card was associated with AET of 80% or above. Teacher intervention ratings demonstrated social validity of the intervention in terms of its effectiveness, acceptability and efficiency. Research and practical issues are discussed.
Document Type
Thesis - unrestricted
Recommended Citation
Alrumayh, Ziyad, "Use of a Daily Behavior Report Card and Response Dependent Fading to Increase and Maintain Academic Engagement in an Elementary Student with Developmental Delay" (2018). Electronic Theses and Dissertations. Paper 3514. https://dc.etsu.edu/etd/3514
Copyright
Copyright by the authors.