A Study of the Outcomes of a Teacher's Attempt to Individualise Assessment and Intervention in a Busy Classroom
Degree GrantorUniversity of Canterbury
Degree NameMaster of Education
To date only a limited number of studies have focused on teacher-led functional assessments in the mainstream classroom. This purpose of this study was to observe what happens when a general education teacher attempts to individualise parts of her programme to meet the unique teaching needs of certain children. The participating teacher identified eight children with behavioural and/or learning needs in her classroom. For each of the children with learning difficulties the teacher was able to formulate a function-based hypotheses and design an effective intervention after being provided with some written support. The teacher did not form a function based hypothesis for a child with behavioural difficulties. The subsequent intervention was not function based and failed to decrease the problem behaviour. In each of the eight remaining case studies the teacher required support from the researcher in order to implement, supervise, and maintain an individualised intervention.