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Functional Assessment-Based Interventions for Students with or At-Risk for High-Incidence Disabilities: Field Testing Single-Case Synthesis Methods
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Common, Eric Alan; Lane, Kathleen Lynne; Pustejovsky, James E.; Johnson, Austin H.; Johl, Liane Elizabeth – Remedial and Special Education, 2017
This systematic review investigated one systematic approach to designing, implementing, and evaluating functional assessment-based interventions (FABI) for use in supporting school-age students with or at-risk for high-incidence disabilities. We field tested several recently developed methods for single-case design syntheses. First, we appraised…
Descriptors: Functional Behavioral Assessment, Intervention, Disabilities, At Risk Students
Examining the Case for Functional Behavior Assessment as an Evidence-Based Practice for Students with Emotional and Behavioral Disorders in General Education Classrooms
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Scott, Terrance M.; Alter, Peter J. – Preventing School Failure, 2017
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…
Descriptors: Functional Behavioral Assessment, Mainstreaming, Emotional Disturbances, Behavior Disorders
The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students' Prosocial Classroom Behaviors
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Conklin, Carl G.; Kamps, Debra; Wills, Howard – Journal of Behavioral Education, 2017
Students with challenging, disruptive behavior have difficulty learning in school, and their behavior adversely impacts the learning of other students and the classroom teacher. Class-Wide Function-related Intervention Teams (CW-FIT) is an evidence-based approach that teachers can use to prevent and reduce problem behavior and increase prosocial…
Descriptors: Behavior Problems, Behavior Modification, Functional Behavioral Assessment, Intervention
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
Standardization of the Functional Assessment and Intervention Program (FAIP) with Children Who Have Externalizing Behaviors
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Hartwig, Laurie; Heathfield, Lora Tuesday; Jenson, William R. – School Psychology Quarterly, 2004
The purpose of this study was to develop standardization data for the Functional Assessment Intervention Program (FAIP; University of Utah, Utah State University, & Utah State Office of Education, 1999), a computerized, functional behavioral assessment expert system. Reliability, validity, and utility analyses were conducted with students serving…
Descriptors: School Psychologists, Behavior Disorders, Standards, Test Reliability
Specificity in Interest Measurement: Basic Interest Scales and Major Field of Study
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Ralston, Chistopher A.; Borgen, Fred H.; Rottinghaus, Patrick J.; Donnay, David A. C. – Journal of Vocational Behavior, 2004
The Basic Interest Scales (BISs) of the Strong Interest Inventory (SII; Harmon, Hansen, Borgen, & Hammer, 1994) have a 35-year history. The BISs are the specific content scales of the SII, as opposed to the SII general content scales, the General Occupational Themes (GOTs), which measure the six Holland (1997) RIASEC themes. Using 17,074…
Descriptors: Majors (Students), National Norms, Interest Inventories, Discriminant Analysis