The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school

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dc.contributor.authorApichatabutra, Chanisa, 1978-
dc.date.accessioned2010-01-05T23:30:22Z
dc.date.available2010-01-05T23:30:22Z
dc.date.issued2009-03
dc.descriptionxvi, 225 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractThis study investigated the effectiveness of function-based academic and behavior intervention on behavior and reading improvement for five English language learners who exhibited escape-maintained problem behaviors and academic reading difficulties. The study sought to document the effect of a function-based approach on students with highly diverse cultural backgrounds in an international school in Thailand. The intervention emphasized (a) the functional behavior assessment (FBA) strategies to identify the function of the target behavior, (b) evidence-based effective reading instructional approaches, and (c) responsiveness to cultural perspectives of teachers and students. A combined single-subject research methodology documented a functional relationship between implementation of the function-based intervention and decreased problem behaviors. The findings revealed the potential to increase academic engagement and reading performance for the students by following a behavior support plan based on effective reading instruction and tasks modified to accommodate students' academic needs. The study emphasized cultural responsiveness of the intervention plan and implementation. Despite several limitations, this experimental research incorporated culture into behavior and academic support as well as into the research designs. In future application, cultural responsiveness among professionals will be a key element to ensure that future intervention support will meaningfully change the lives of students and will be sustained over time.en_US
dc.description.sponsorshipAdviser: Robert Homeren_US
dc.identifier.urihttps://hdl.handle.net/1794/10066
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2009;
dc.subjectEnglish language learnersen_US
dc.subjectCultural responsivenessen_US
dc.subjectFunction-based interventionsen_US
dc.subjectInstructional interventionsen_US
dc.subjectPositive behavior supporten_US
dc.subjectEarly literacyen_US
dc.subjectEnglish as a second languageen_US
dc.subjectProblem behaviorsen_US
dc.subjectReadingen_US
dc.subjectThailanden_US
dc.titleThe effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary schoolen_US
dc.typeThesisen_US

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