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Function-Based Intervention in Inclusive School Settings: A Meta-Analysis
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Walker, Virginia L.; Chung, Yun-Ching; Bonnet, Lauren K. – Journal of Positive Behavior Interventions, 2018
The purpose of this meta-analysis was to summarize single-case intervention research studies in which students with disabilities received function-based intervention (FBI) within inclusive school settings to address challenging behavior. A total of 27 studies were identified and systematically reviewed to determine the overall effect of FBI on…
Descriptors: Inclusion, Disabilities, Functional Behavioral Assessment, Behavior Modification
Functional Communication Training
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Durand, V. Mark; Moskowitz, Lauren – Topics in Early Childhood Special Education, 2015
Thirty years ago, the first experimental demonstration was published showing that educators could improve significant challenging behavior in children with disabilities by replacing these behaviors with forms of communication that served the same purpose, a procedure called functional communication training (FCT). Since the publication of that…
Descriptors: Early Childhood Education, Behavior Problems, Preschool Children, Toddlers
A Review of the Evidence Base of Functional Assessment-Based Interventions for Young Students Using One Systematic Approach
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Wood, Brenna K.; Oakes, Wendy Peia; Fettig, Angel; Lane, Kathleen Lynne – Behavioral Disorders, 2015
This review of the literature was conducted to explore the evidence base for functional assessment-based interventions (FABIs) for one systematic approach developed by Umbreit, Ferro, Liaupsin, and Lane (2007). Specifically, this review examined the evidence base for this systematic approach to FABI for young students by applying quality…
Descriptors: At Risk Students, Functional Behavioral Assessment, Student Behavior, Preschool Children
Early Childhood Practitioner Involvement in Functional Behavioral Assessment and Function-Based Interventions: A Literature Review
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Wood, Brenna K.; Drogan, Robin R.; Janney, Donna M. – Topics in Early Childhood Special Education, 2014
Reviewers analyzed studies published from 1990 to 2012 to determine early childhood practitioner involvement in functional behavioral assessment (FBA) and function-based behavioral intervention plans (BIP) for children with challenging behavior, age 6 and younger. Coding of 30 studies included practitioner involvement in FBA and BIP processes,…
Descriptors: Functional Behavioral Assessment, Intervention, Validity, Peer Acceptance
Social Validity Assessment in Social Competence Interventions for Preschool Children: A Review
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Hurley, Jennifer J. – Topics in Early Childhood Special Education, 2012
Social competence intervention studies published from 1970 to 2008 for preschoolers were reviewed for reports of social validity assessment. Analysis of 90 studies indicated that nearly 27% (n = 24) of studies reported at least one measure of social validity assessment for the goals (n = 7), procedures (n = 8), or effects (n = 19). The methods…
Descriptors: Validity, Interpersonal Competence, Preschool Children, Intervention
Toys in Clinical Interviews with Children: Review and Implications for Practice
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Salmon, Karen – Clinical Psychologist, 2006
The use of toys in child clinical contexts is advocated by a number of researchers in the field as a means of overcoming developmental constraints on children's reports of their psychological states and their experiences. This paper reviews the literature relating to the impact of toys on children's ability to recall and communicate clinically…
Descriptors: Toys, Developmental Stages, Clinical Psychology, Recall (Psychology)
The Use of Classroom-Based Brief Functional Analyses with Preschoolers At-Risk for Attention Deficit Hyperactivity Disorder.
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Boyajian, Amy E.; DuPaul, George J.; Handler, Marcie Wartel; Eckert, Tanya L.; McGoey, Kara E. – School Psychology Review, 2001
Assesses the efficacy of using brief functional analysis procedures in preschool classrooms for students at-risk for Attention Deficit Hyperactivity Disorder (ADHD) Results indicated that aggressive behavior was maintained by either positive or negative reinforcement contingencies. Results are discussed in relation to implementing functional…
Descriptors: Aggression, Attention Deficit Disorders, Classroom Environment, Early Intervention