Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)


Teacher Education


Research has established that self-stimulatory behavior and self-injurious behavior (SIB) not only pose a threat to the safety of the individual and others but that they also interfere with an individual's ability to function independently and acquire new skills. The purpose of this study was to develop consistent and effective methods of function based behavior supports to decrease the frequency of self-stimulatory behavior and SIB for two children with severe disabilities. The researcher used a multiple-baseline-across-participants design, to measure the effectiveness of non-contingent reinforcement strategies that were based on each participant's functional assessment results. The results varied between the participants, with one displaying a complete elimination of the behavior and the other having an initial decrease in frequency of SIB which then gradually reverted to baseline levels. The results and their implications are discussed as they relate to the importance of conducting thorough functional assessments when developing interventions to address self-stimulatory behavior and SIB.


Thesis (M.A.) Teacher Education Department

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