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Griffin, Megan M.; Copeland, Susan R.; Maez, Rolanda – Education and Training in Autism and Developmental Disabilities, 2023
Fetal alcohol spectrum disorder (FASD) is characterized by impulsivity and deficits in executive functioning. Given this, individuals with FASD might particularly benefit from interventions that teach them to manage their own behavior in a more adaptive manner. Using a reversal (ABAB) design, the current study investigated the effects of a…
Descriptors: Fetal Alcohol Syndrome, Intervention, Contingency Management, Self Management
Andrea Bowen Masud – ProQuest LLC, 2023
Access to inclusive school settings is associated with many benefits for students with intellectual and developmental disabilities in the areas of academics (Agran et al., 2020; Kurth & Mastergeorge, 2010), social skills (Kleinert et al., 2015; Lyons et al., 2011; Schwab et al., 2015), and communication skills (Ballard & Dymond, 2017;…
Descriptors: Students with Disabilities, Inclusion, High School Students, Behavior Problems
Kristen Westwood; Chelsea Bayko – ProQuest LLC, 2023
School leaders face difficult situations regarding special education discipline that may ultimately lead to costly litigation. This quantitative study design explored secondary school leaders' knowledge of special education discipline law in the five IDEA provision areas of functional behavioral assessment, behavior intervention plan,…
Descriptors: Special Education, Leadership Responsibility, Knowledge Level, Discipline
Chelsea Bayko; Kristen Westwood – ProQuest LLC, 2023
School leaders face difficult situations regarding special education discipline that may ultimately lead to costly litigation. This quantitative study design explored secondary school leaders' knowledge of special education discipline law in the five IDEA provision areas of functional behavioral assessment, behavior intervention plan,…
Descriptors: Special Education, Leadership Responsibility, Knowledge Level, Discipline
Sullivan, Kaitlin; Crosland, Kimberly; Iovannone, Rose; Blair, Kwang-Sun; Singer, Leslie – Journal of Positive Behavior Interventions, 2021
Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school…
Descriptors: Functional Behavioral Assessment, Student Behavior, Behavior Problems, Emotional Problems
Griffith, Catherine A.; Hirsch, Shanna E.; Burns, Tracy – TEACHING Exceptional Children, 2022
Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address skill deficits and off-task behaviors using a function-based approach or may encounter barriers…
Descriptors: Secondary School Students, Students with Disabilities, Learning Disabilities, Functional Behavioral Assessment
Klingbeil, David A.; Dart, Evan H.; Schramm, Amber L. – Journal of Positive Behavior Interventions, 2019
Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address…
Descriptors: Intervention, Student Behavior, Behavior Modification, Positive Behavior Supports
Klingbeil, David A.; Dart, Evan H.; Schramm, Amber L. – Grantee Submission, 2018
Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address…
Descriptors: Intervention, Student Behavior, Behavior Modification, Positive Behavior Supports
Bruhn, Allison L.; Kaldenberg, Erica; Bappe, Kemlyn Tan; Brandsmeier, Brian; Rila, Ashley; Lanphier, Lindsay; Lewis, Megan; Slater, Alexandra – Preventing School Failure, 2016
In two studies, the systematic approach to designing functional assessment-based interventions (FABIs) created by Umbreit, Ferro, Liaupsin, and Lane (2007) was used with high school students receiving special education services in self-contained classrooms reserved for students with persistent behavior problems. In Study 1, an AB design was used…
Descriptors: Intervention, High School Students, Functional Behavioral Assessment, Special Education
Reeves, Linda M.; Ferro, Jolenea B.; Umbreit, John; Liaupsin, Carl J. – Education and Training in Autism and Developmental Disabilities, 2017
Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do…
Descriptors: Autism, Pervasive Developmental Disorders, Functional Behavioral Assessment, Behavior Modification
Ritchotte, Jennifer; Rubenstein, Lisa; Murry, Francie – Gifted Child Today, 2015
Underachievement often begins in middle school for gifted students. Unfortunately, there is no single intervention that will ameliorate underachievement for all gifted students. To date, interventions aimed at reversing the underachieving behaviors of gifted middle school students have been inconsistent and inconclusive. To create an effective…
Descriptors: Academically Gifted, Middle School Students, Underachievement, Intervention
Bruhn, Allison L.; Balint-Langel, Kinga; Troughton, Leonard; Langan, Sean; Lodge, Kelsey; Kortemeyer, Sara – Behavioral Disorders, 2015
For years, the assumption has been that stereotypical behaviors functioned only to provide sensory or automatic reinforcement. However, these behaviors also may serve social functions. Given the unsettled debate, functional behavior assessment and functional analysis can be used to identify the exact function of stereotypical behavior and design…
Descriptors: Behavior Problems, Antisocial Behavior, Intervention, Behavior Modification
Flynn, Susan D.; Lo, Ya-yu – Journal of Behavioral Education, 2016
The purpose of this study was to examine the effects of a training package on three middle school special education teachers' accurate implementation of trial-based functional analysis (TBFA) and differential reinforcement of alternative behavior (DRA) with their students with autism spectrum disorders or emotional and behavioral disorders in the…
Descriptors: Special Education Teachers, Middle School Teachers, Functional Behavioral Assessment, Autism
Losinski, Mickey; Maag, John W.; Katsiyannis, Antonis; Ryan, Joseph B. – Education and Treatment of Children, 2015
Structural behavioral assessment (SBA) involves a series of heuristic approaches similar to those used with functional behavioral assessment (FBA). It involves assessing contextual variables that precede the occurrence of a behavior. These variables have also been termed antecedents, setting events, or establishing operations. Once these variables…
Descriptors: Functional Behavioral Assessment, Behavior Problems, Context Effect, Evaluation Methods
Walker, Virginia L.; Snell, Martha E. – Focus on Autism and Other Developmental Disabilities, 2017
The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention,…
Descriptors: Functional Behavioral Assessment, Behavior Modification, Behavior Problems, Positive Behavior Supports
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