Educators rarely inform function-based behavior plans with results from functional analyses. Barriers to conduct functional analyses in school settings may include lack of resources, time, and training. Trial-based functional analyses (TBFAs) may circumvent some of these barriers because they can be embedded into ongoing classroom routines,…

Behavior-analytic interventions are empirically supported treatments for pediatric feeding disorder; however, there are a limited number of intensive feeding programs in the country, making access to services and specialized training difficult. Given the prevalence of this disorder and scarcity of in vivo training resources, clinicians would…

Jessel et al. ("Behavior Analysis & Practice," 13(1), 205-216, 2020a) conducted a review of the functional analysis literature between the years 1965 and 2016. The authors found an increasing trend in analyses replicating the components of Iwata et al. ("Journal of Applied Behavior Analysis," 27, 197-209, 1982/1994a) and…

In the current study we used telehealth to train six educators from three rural schools to conduct multiple stimulus without replacement (MSWO) preference assessments. Three of the educators were subsequently trained to implement functional analysis (FA) of problem behavior. Behavioral skills training (BST) was used to teach each educator to…

Check-in check-out (CICO) is a widely implemented program aimed at increasing prosocial behavior. Aligned with the logic of Tier 2 supports, CICO has a standard protocol meant to be implemented in a standardized fashion across all students. However, as CICO is not effective for all at-risk students, it is quite common to find researchers…

This dissertation offers a collection of works examining team-based approaches to functional assessment-based interventions (FABIs) in schools, with an emphasis on practice-based professional development. Across chapters, we offer (a) a statement of the problem (Chapter 1), (b) a systematic review examining the extent literature on training…

Court-involved, female students often experience trauma and disproportionate school discipline, complicating their academic success. This mixed-method study examines students' use of and experiences with the Monarch Room (MR), a trauma-informed disciplinary alternative. The study examines service utilization, using a repeated measures analysis of…