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Positive Behavior Support for Overexcitabilities in a Gifted Student With Asperger's Syndrome: A Longitudinal Case Study

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Publicado en:Journal of Education Research no. 367 (2024), p. 67
Autor principal: Kao, Chen-Yao
Otros Autores: Liang, Feei-Yu
Publicado:
Angle Publishing Co., Ltd.
Materias:
Teaching
Behavior
Students
Intervention
Gifted children
Autistic children
Gifted education
Longitudinal studies
Case studies
Action research
Child psychology
Special education
Functional behavioral assessment
Middle schools
Qualitative research
Secondary schools
Anxiety Disorders
Sequential Approach
Masters Theses
Junior High Schools
Developmental Disabilities
Emotional Development
Humanistic Education
Self Efficacy
Autism
Periodicals
Elementary Education
Group Counseling
Elementary School Students
Elementary Schools
Positive Behavior Supports
Educational Assessment
Comparative Education
Comparative Analysis
Academically Gifted
Behavior Problems
Educational Facilities Improvement
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Resumen:This study employed a longitudinal case study method to examine differences in overexcitability (OE) of a gifted student with Asperger's Syndrome during elementary and junior high school, as well as to evaluate the strategies and effectiveness of positive behavioral support in ameliorating these OE. The research utilized functional behavioral assessment (FBA) and targeted interventions as instruments. The implementation process involved using the ABC model to evaluate behavior, focusing on the antecedent (A)- the situation preceding the behavior, the behavior itself (B)- the specific problematic action, and the consequence (C)- the outcomes following the behavior. Intervention strategies were then selected based on this evaluation. Recommendations for teaching practices and future research are also provided.
ISSN:1680-6360
1563-3462
DOI:10.53106/168063602024110367005
Fuente:Education Database