Research has shown that most children with emotional disturbance (ED) are struggling to use communication skills and they may tend to use inappropriate behaviours as a form of communication to disclose their needs. A function‐based communication intervention might be an effective approach to decrease inappropriate behaviours of children with ED. The purpose of this single‐case multiple baseline reversal design (ABAB) study was to examine the effectiveness of the function‐based communication intervention for on‐task and disruptive behaviours of an 8‐year‐old student with ED. Functional behavioural assessment (FBA) was conducted and based on the findings of FBA, a colour‐coded communication system, was implemented during reading and math classes. The findings indicated that function‐based communication intervention was effective in increasing on‐task as well as decreasing disruptive behaviours. Furthermore, the function‐based communication intervention improved communication between the teacher and the student that resulted in decreasing disruptive behaviours in a general classroom setting. The generalisability of the findings due to the limited number of participants was an important limitation for this study. Future directions, as well as implications for practices, are discussed.

中文翻译：

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在一般教育环境中，基于功能的交流干预对情绪障碍学生的影响

研究表明，大多数患有情绪障碍（ED）的孩子都在努力使用沟通技巧，他们可能倾向于使用不当行为作为沟通形式来披露他们的需求。基于功能的交流干预可能是减少ED儿童不当行为的有效方法。这项单案例多基线逆向设计（ABAB）研究的目的是检验基于功能的沟通干预对8岁的ED学生的任务和破坏性行为的有效性。进行了功能行为评估（FBA），并根据FBA的发现，在阅读和数学课程中实施了彩色编码的通信系统。研究结果表明，基于功能的沟通干预在增加任务执行和减少破坏性行为方面是有效的。此外，基于功能的交流干预改善了教师与学生之间的交流，从而减少了一般教室环境中的破坏性行为。由于参与者数量有限，研究结果的普遍性是这项研究的重要局限性。讨论了未来的方向以及对实践的启示。由于参与者数量有限，研究结果的普遍性是这项研究的重要局限性。讨论了未来的方向以及对实践的启示。由于参与者数量有限，研究结果的普遍性是这项研究的重要局限性。讨论了未来的方向以及对实践的启示。