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Technology-Supported Implementation of an Interdependent Group Contingency Intervention for Classroom Behavior Management
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Rondy Yu; Aaron Haddock; Wesley A. Sims – Intervention in School and Clinic, 2024
The Good Behavior Game (GBG) is an interdependent group-oriented contingency management system successfully used in school settings to promote positive student behaviors. As a classroom management intervention, there is a large body of evidence for it increasing desirable classroom behaviors and decreasing problem behaviors across a range of…
Descriptors: Educational Games, Classroom Techniques, Functional Behavioral Assessment, Intervention
Further Evaluation of Functional Analysis Screening Methods in Early Autism Intervention
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Slanzi, Crystal M.; Vollmer, Timothy R.; Iwata, Brian A.; Kronfli, Faris R.; Williams, Lisa Pabst; Perez, Brandon C. – Journal of Applied Behavior Analysis, 2022
A goal of some functional analysis (FA) variations is to reduce assessment time while still maintaining efficacy. This may be especially important when conducting FAs in early intervention programs, where time is a crucial commodity. To that end, we evaluated a model for using the results of the no-interaction condition as a screening for…
Descriptors: Autism, Pervasive Developmental Disorders, Early Intervention, Young Children
FBAs and BIPs Under the IDEA: The Latest Update of the Judicial Case Law
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Perry A. Zirkel – Communique, 2024
In contrast with professional norms and best practices, the legal requirements for functional behavioral assessments (FBAs) and behavior intervention plans (BIPs) are meager in scope and specificity (Collins & Zirkel, 2017). Section 504 of the Rehabilitation Act makes no mention of FBAs or BIPs, and the Individuals with Disabilities Education…
Descriptors: Functional Behavioral Assessment, Legal Responsibility, Educational Legislation, Equal Education
Reflections on the Progress and Future Directions of Social, Emotional, and Behavioral Assessment within a Multitiered System of Support
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Cook, Clayton R. – School Psychology Review, 2022
There has been significant progress in our understanding of school-based social, emotional, and behavioral (SEB) assessments since the last special issue on this topic a decade ago. This commentary provides a discussion of how each of the articles exemplifies the progress that has been made to advance the science of SEB assessment within…
Descriptors: Social Development, Emotional Development, Functional Behavioral Assessment, Positive Behavior Supports
Social, Emotional, and Behavioral Assessment within Tiered Decision-Making Frameworks: A Closing Commentary--Looking Back to Move Forward
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Lane, Kathleen Lynne – School Psychology Review, 2022
In my brief commentary, I offer a look to the past to celebrate lessons learned in social, emotional, and behavioral assessment. Then, I respectfully pose considerations for researchers and practitioners committed to early detection, intervention, and assessment of students with and at risk for emotional and behavioral disorders. Specifically, I…
Descriptors: Functional Behavioral Assessment, Identification, Early Intervention, At Risk Students