ABSTRACT

The purpose of this study was to examine the effects of a function-based multi-component intervention through tele-coaching on the disruptive behavior of children with Autism Spectrum Disorder (ASD), as well as the Fidelity of implementation by teachers and the parent. The study participants included one elementary school student with ASD who exhibited disruptive behavior, the child’s special class teacher, inclusive class teacher, and mother. The study design used a multiple baseline design across settings to evaluate the effects of the intervention, and was conducted in the stages of baseline, intervention, and maintenance. A Functional Behavioral Assessment (FBA) was conducted on the disruptive behavior of the child participating in the study, and a function-based intervention was planned and implemented based on the FBA. The intervention was implemented during class hours in special and inclusive classes where disruptive behavior frequently occurred and during homework activity hours. The results of the study showed that a function-based multi-component intervention was effective in reducing the disruptive behavior of children with ASD, and the effects of the intervention were maintained even after the end of the intervention. In addition, the intervention of the teachers and parents who implemented the intervention was found to have been implemented accurately according to the intervention plan, Accordingly, it was proven that the function-based multi-component intervention through telecoaching is an effective intervention method for reducing disruptive behaviors in inclusive classe, special classe, and homework performance situations of children with ASD, and the collaborative partnerships between school and home for support and intervention of the disruptive behaviors was discussed.

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