Evaluating the Effects of Function-Based Interventions With Deaf or Hard-of-Hearing Students

Area of Science:

• Special Education
• Behavioral Psychology
• Deaf Education

Background:

• Chronic off-task behaviors present significant challenges for students who are deaf or hard of hearing (D/HH).
• Function-based interventions (FBIs) are a promising approach for addressing behavioral issues in educational settings.

Purpose of the Study:

• To evaluate the effectiveness of function-based interventions for improving on-task behavior in elementary-aged males with D/HH.
• To assess the social validity of these interventions from the perspective of teachers.

Main Methods:

• A descriptive functional behavior assessment (FBA) was conducted for each of the three participants.
• Individualized FBIs were developed based on FBA results and implemented using a single-subject, ABAB reversal design.
• Teacher ratings were collected to determine social validity.

Main Results:

• Function-based interventions led to significant improvements in on-task behavior for all participants.
• Teachers reported that the interventions were effective, easy to implement, and appropriate.
• The ABAB reversal design demonstrated a clear impact of the interventions.

Conclusions:

• Function-based interventions are a viable and effective strategy for managing off-task behavior in students with D/HH.
• The findings support the use of FBAs and individualized interventions in deaf education settings.
• Future research should explore broader applications and long-term effects.