This study explored school psychologists' practices in the areas of developing behavior intervention plans (BIPs), conducting functional behavior assessments (FBAs), and behavioral consultation. Practitioners were asked to rate their level of confidence in the implementation with fidelity of the last BIP they developed. Relationships between these…

Individuals with disabilities may exhibit dangerous behavior such as physical aggression and self-injury. Determining the environmental variables maintaining dangerous behavior using a functional behavior assessment can inform treatment in teaching individuals with disabilities functionally equivalent replacement behavior. However, logistic…

Although functional analysis (FA) is often recommended as a behavioral assessment tool, researchers have identified barriers limiting its use in schools. Trial-based FA (TBFA) was designed to address some of those limitations. However, few studies have examined classroom-based training methods for teachers to implement TBFA, and none have assessed…

In schools, special education teachers and paraprofessionals are expected to support the completion of functional behavior assessment procedures in the development of a behavior support plan. Often times, school-personnel are limited in their training and resources, particularly in situations where experimental procedures are necessary. This…

Students with intellectual and developmental disabilities have more opportunity to attend postsecondary education than ever before. Peer mentors who support these students sometimes need to manage challenging behavior. This study examined the impact of training and coaching with performance feedback on peer mentors' fidelity in implementing…

Paraeducators play an important role in assisting teachers and other professionals to support students with autism spectrum disorder (ASD), including delivering positive behavioral supports to those students who engage in persistent challenging behavior. The purpose of this multiple baseline design across participants study was to support…

Behavior intervention plans (BIPs) based on a functional behavior assessment are supported by a large body of research showing their potential for positively impacting student behavior; however, research also indicates that many classroom teams struggle to implement BIPs with fidelity. We conducted a statewide survey of over 600 teachers to…

The purpose of this study was to assess the impact of parent training on parent implementation of functional communication training (FCT) in the trained routine and in a novel routine. Three young children with developmental delays and their parents participated. A multiple-probe across parent-child dyads was used to evaluate the impact of parent…

This article is a review of functional behavior assessment studies in general education setting for students with emotional and behavioral disorders. The studies were assessed in accordance with published standards for evidence-based practices. Overall, few studies met criteria for inclusion in this review and even fewer studies included all three…

Functional analysis (FA) is an assessment procedure involving the systematic manipulation of an individual's environment to determine why a target behavior is occurring. An analog FA provides practitioners the opportunity to manipulate variables in a controlled environment and formulate a hypothesis for the function of a behavior. In previous…

Pyramidal training involves an experienced professional training a subset of individuals who, in turn, train additional individuals. Pyramidal training is effective for training a variety of behavior-analytic skills with direct-care staff, parents, and teachers. As teachers' roles in behavioral assessment increase, pyramidal training may be…

Functional communication training (FCT) is a widely used and effective function-based treatment for problem behavior. The purpose of this article is to present two cases in which FCT was unsuccessful in reducing the occurrence of problem behavior displayed by two young children with an autism spectrum disorder. Both children received the same…

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…

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…

Setting variables such as location of parent training, programming with common stimuli, generalization of discrete responses to non-trained settings, and subsequent reduction in child problem behavior may influence the effectiveness of interventions. The purpose of this study was to evaluate the effectiveness of home-versus clinic-based training…