The purpose of this study was to explore the extent to which two classroom-wide instructional interventions, peer support and instructional choice, were able to reduce escape-maintained off-task and problem behaviors. This study also measured the extent to which these interventions, when coupled with individually designed function-based…

Noncontingent reinforcement (NCR) is an effective technique for reducing a variety of behaviors in individuals with autism spectrum disorders (ASD); however, prior researchers have not investigated the effects of NCR to reduce perseverative speech in children with ASD in naturalistic educational contexts. The current investigation evaluated the…

The discipline gap between White students and students of color has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom.…

The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom.…

The call for effective instructional and classroom management is frequent within the professional literature. However, type, amount, and sequence of strategies sufficient to impact rates of problem behavior are often missing or listed with limited guidance on differentiation based on student pattern of problem behavior. The purpose of this study…

This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions…

This study examined the feasibility and effectiveness of a comprehensive function-based intervention applied across multiple inclusive classroom settings. The participant was a middle school student diagnosed with Asperger Syndrome who exhibited chronic off-task behaviors across all academic environments. This study was conducted across two…

Many schools are adopting Schoolwide Positive Behavior Interventions and Supports, a multitiered prevention framework to promote proactive behavioral practices and encourage appropriate behavior. There is an extensive research base and demonstrations to guide schools in effective implementation of universal behavior support; however, schools…

We used an AB design with a control condition to examine the effects of an academic strategy on a student with a learning disability during a 5th grade math class. During baseline the student had high rates of disruptive behavior, low percentages of intervals of on-task behavior, and low percentages of correct responses. An antecedent-based…

Individuals who engage in problem behavior should be taught an appropriate behavior that meets the same function and replaces the problem behavior. Often, there are several appropriate replacement behaviors, and guidance is needed to choose among them. This study employs a hybrid single subject design with a baseline, alternating treatments, and…

The purpose of the study was to determine the effects of self-management as a tier two enhancement to the group contingency intervention, Class-Wide Function-related Intervention Teams Program (CW-FIT). Two classrooms, first and fourth grade, and two students in each of the classrooms participated in the intervention. The group contingency…

This study explored the effects of a group-contingency intervention on student behavior across academic instructional periods. Research suggests group contingencies are evidence-based practices, yet calls for investigation to determine the best conditions and groups suited for this type of intervention. CW-FIT (Class-Wide Function-related…

The Power Card strategy is a strength-based intervention to promote social skills of children with autism spectrum disorders (ASD) by capitalizing on their special interests. Although preliminary studies have shown that the Power Card strategy is a promising approach to teach social skills, additional research is needed. The purpose of this study…

Check In/Check Out (CICO) is a secondary tier intervention for those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports. The present study extended the implementation of CICO to six students with emotional and behavioral disorders in a residential facility whose behaviors were maintained…

This study investigated the effects of adding individualized, function-based support to the well-documented early intervention First Step to Success. A single-subject multiple-baseline design was applied across three K-1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized…