The use of functional behavior assessments (FBAs) to address problem behavior in classroom settings has increased as a result of education legislation and long-standing evidence supporting function-based interventions. Although functional analysis remains the standard for identifying behavior--environment functional relations, this component is…

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…

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…

Many factors cause student disengagement from school that subsequently result in high dropout rates. Alternative education (AE) programs provide a different pathway for at-risk youths who do not meet the goals, standards, and requirements of traditional educational settings. However, educational agencies have vastly different interpretations…

Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both…

A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous…

Notwithstanding the wealth of research that documents the effectiveness of self-management programs in the classroom, few investigations have explored classwide use of self-management procedures as a universal intervention. To extend existing research in this area, we examined the effectiveness of a classwide self-management intervention for…

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 effects of self-monitoring on procedural integrity of token economy implementation by 3 staff in a special education classroom were evaluated. The subsequent changes in academic readiness behaviors of 2 students with low-incidence disabilities were measured. Multiple baselines across staff and students showed that procedural integrity…

Students' leaving a designated area without permission or supervision is referred to as "elopement," and such behavior clearly presents a unique set of challenges for educational professionals. Elopement is seen in children and youth with a variety of developmental disabilities, including those with intellectual disabilities or autism, as well as…

In this study, the authors examined the effects of a systematic functional assessment-based intervention (FABI) to identify the function of a third-grade student's off-task behavior and create a plan to increase academic engaged time (AET). The FABI was designed and implemented in an urban elementary school with a comprehensive, integrated,…

The purpose of this study was to identify the frequency and seriousness of disruptive student behaviors and the effective strategies used by educators to manage these classroom behaviors. At a mid-sized state university, 228 of 780 faculty members (29.2%) completed a 76-item survey. Results indicated that as faculty members' participation in…

The elopement of a child with Asperger syndrome was assessed using functional analyses and was treated in two school settings (classroom and resource room). Functional analyses indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. Attention- and tangible-based…

This article examines teachers' views of their management styles, classified as either "coercive" or "relationship"-based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase…