This article provides an overview of how reinforcement serves as the foundation for a function-based approach to support students with challenging behavior. Understanding reinforcement is essential when providing function-based support for students with challenging behavior. Reinforcement "strengthens" behavior, increasing the…

Special education continues to document the poor within and post-school outcomes among children and youth with Emotional/Behavioral Disorders (EBD). While the poor outcomes are due to a myriad of causes, three issues routinely emerge as problematic in the field. First, the need for early intervention and prevention has been well documented, and…

In this chapter, we provide an overview of the characteristics, content, procedures, processes, and outcomes of effective educator preparation programs for teachers of students with behavioral disorders (BD). We emphasize the need for teachers of students with BD to be fluent with the identification and application of evidence-based practices and…

School-wide positive behavior support (SWPBS) is designed to promote positive teaching and learning climates supporting positive social behavior and academic achievement. As a proactive school-wide approach, all students and all staff across all settings are considered. This approach has been implemented in more than 5,000 schools across the…

Many present day classroom teachers face greater challenges than perhaps during any time in the past. Teachers are expected to: (a) provide evidence-based instruction to ensure that students make adequate yearly progress under the No Child Left Behind Act of 2001 (NCLB); (b) serve an increasingly diverse group of students including students with…

The articles in this special Practitioner's Edition of "Psychology in the Schools" share the application of sound educational and behavioral practices in real school and classroom contexts. Given this emphasis in these articles on the applied use of behavioral practices, the purpose of this brief commentary is to highlight and comment on some of…

This book helps school practitioners go beyond putting a label on student behavior problems--it shows how to use assessment to partner with teachers and students to develop effective solutions. The authors provide a framework for determining the types of behavioral data that are needed in a given situation, selecting appropriate measures, and…

A study explored the use of functional behavioral assessment (FBA) to develop an intervention plan for a third-grader with learning disabilities who exhibited high rates of problem behaviors during reading instruction. Results provide preliminary evidence to support the use of FBA to influence instructional planning. (Contains references.)…

This article reviews features of behavioral support plans that teams should consider as they develop positive, effective responses to problem behavior, including investing in prevention occurrences of problem behavior and developing instructional objectives, avoiding rewarding problem behaviors, rewarding positive behaviors, and knowing what to do…

Functional behavioral assessment (FBA) has been suggested for facilitating the development and effectiveness of behavior intervention plans. In this study, the researchers examined whether behavior intervention plans based on FBA information (function-based) were more effective than behavior intervention plans not based on FBA information…

This article provides a general description of the features and steps of the functional behavioral assessment (FBA) process. It is organized around frequently asked questions and provides information on who conducts an FBA, when an FBA should be done, the components of an FBA, and outcomes of an FBA. (Contains references.) (CR)

While the majority of students in schools tend to respond to effective general academic instruction and proactive schoolwide discipline systems, some continue to exhibit intense and chronic problem behaviors, even in the best schools. For these students, schools are highly variable in their ability and capacity to provide accurate and durable…

Although schools generally provide safe environments, teachers, staff, parents, and students are concerned with the rising level of disruptive, antisocial behavior (Horner, Sugai, Lewis-Palmer, & Todd, 2001). Only a relatively small number of students in a school building engage in the most serious and/or chronic problem behaviors. However, these…

Schools throughout the country are now encouraged to implement school-wide positive behavior support (PBS) procedures as a way to improve their behavioral climate, safety, and social culture. Research is needed to determine (a) the extent to which schools already use school-wide PBS, (b) if training and technical assistance efforts result in…

This introductory article to a special series discusses requirements under the 1997 amendments to the Individuals with Disabilities Education Act to base behavioral intervention planning and positive behavioral support on information obtained through a functional behavioral assessment (FBA) process. The lack of guidance on FBAs and strategies for…