Jenny H. Glenn, Piedmont College
Raymond J. Waller, Piedmont College

This paper presents the effects of a function-based intervention bundle including a combination of teacher-directed self-recording, self-monitoring, and prompt cards to decrease inappropriate classroom talking out of a 7th grade student with an emotional/behavioral disorder. The interventions were based on functional behavior assessment that suggested that the talking out was maintained by the co-functions of attention seeking and escape from academic tasks. Ultimately, use of a combination of self-monitoring, teacher-directed self-recording, and prompt card systems resulted in a dramatic reduction of the target behavior. This reduction was maintained at follow up.

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