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dc.contributor.advisorRieth, Herbert J.
dc.creatorKim, Hyung Mee
dc.date.accessioned2017-03-14T21:47:19Z
dc.date.available2017-03-14T21:47:19Z
dc.date.issued2012-05
dc.date.submittedMay 2012
dc.identifierdoi:10.15781/T2MK65D7M
dc.identifier.urihttp://hdl.handle.net/2152/46067
dc.description.abstractThis study was undertaken to determine whether functional communication training (FCT) could be used effectively with Korean immigrant children who have developmental disabilities in order to reduce their challenging behaviors and increase their communication responses in home settings. Three Korean immigrant children with developmental disabilities were recruited, and their mothers were trained to implement assessment and intervention procedures. The results showed that FCT effectively decreased challenging behaviors and increased communication responses. The effects of FCT were also maintained and generalized in different home routines or activities. The mothers rated FCT as an acceptable and effective intervention for their children. Perceptions of other Korean parents regarding FCT were also investigated. Cultural differences in functional analysis and FCT for Korean immigrant children and families are discussed.
dc.format.mimetypeapplication/pdf
dc.subjectFCT
dc.subjectKorean immigrant children
dc.subjectChallenging behavior
dc.subjectFunctional analysis
dc.titleFunctional communication training for Korean immigrant children with developmental disabilities
dc.typeThesis
dc.date.updated2017-03-14T21:47:19Z
dc.contributor.committeeMemberOlive, Melissa L
dc.contributor.committeeMemberO'Reilly, Mark F
dc.contributor.committeeMemberReifel, Stuart
dc.contributor.committeeMemberFalcomata, Terry S
dc.description.departmentSpecial Education
thesis.degree.departmentSpecial Education
thesis.degree.disciplineSpecial Education
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy
dc.type.materialtext


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