A functional approach to intervention planning has been shown to be effective in reducing problem behaviors and promoting appropriate behaviors in children and youth with behavior disorders. When function-based intervention plans are not successful, it is often due to issues of treatment integrity in which teachers omit or do not sufficiently…

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…

Recent correlational studies provide support for a transactional relationship between reading and behavior problems. A transactional relationship implies that reading problems cause behavior problems, and vice versa. This study took this basic finding and examined its implications for intervention. Specifically, this study employed single-case…

Following descriptive functional assessment procedures, a brief structural analysis was used to confirm the hypothesized antecedent conditions that preceded problem behavior across three children enrolled in Head Start classrooms. A withdrawal design investigated the effectiveness of antecedent-based interventions to reduce disruptive behaviors…

Targeted interventions (also called Tier 2 interventions or secondary interventions) are implemented within a comprehensive three-tiered system of support consisting of universal interventions (for all students), targeted interventions (for students exhibiting mild behavioral difficulties), and intensive interventions (for students requiring…

Saida, a 16-year-old girl in Bermuda, attended a special alternative high school program for students with serious behavior problems. She had been receiving special education for her behavioral problems since the age of 5. Saida regularly used profanity in response to teacher directives, particularly in social studies class. A functional…

This article discusses the promise and practice of functional assessment, provides a critical review of the existing experimental literature in the area of emotional and behavioral disorders (E/BD), and presents a research agenda that will lead to more informed decisions regarding the use of functional assessment in the schools. (Contains…

Functional analyses were conducted with three boys (ages 4-7) with behavior disorders. The students were then successfully taught to self-manage incompatible appropriate behavior as well as appropriate requests for reinforcement (i.e., escape, attention, materials) identified as functionally related to the problematic target behaviors. (Contains…

This study presents functional assessment data from two second-grade students with behavior and academic problems. Functional assessment procedures included interview, observation, functional analysis, and intervention. Functional analysis conditions, conducted by the classroom teacher, with coaching from the researcher, indicated multiple…

The amendments to the Individuals with Disabilities Act of 1997 (IDEA '97) established a number of expectations regarding how the behavioral needs of students with disabilities would be met and how they should be disciplined. These expectations included alternative behavioral assessment strategies (e.g., functional behavioral assessments,…

Overrepresentation of African American boys in disciplinary and special education referrals has been a national concern. This study used functional behavioral assessments (FBAs) and behavioral intervention plans (BIPs) as a means to prevent disproportionality of African American boys. Based on FBA results, interventions were developed for four…