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…

The field of function-based intervention has changed the way behavioral support is provided to students with challenging behavior. Our goal is to identify and describe some key findings and practices that have facilitated this progress. We also pinpoint some areas for future research that are likely to contribute to further progress.

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…

Children and youth with or at risk for emotional and behavioral disorders (EBDs) present substantial challenges for schools, teachers, parents, and peers. Social skills interventions have been shown to be effective for this population. Meta-analytic reviews of this literature show that about 65% of students with EBD will improve when given social…

Noncompliance in three elementary age students with intellectual disabilities was assessed using functional behavioral assessments. Escape was identified as the primary function of the behavior in all three students, and access to tangible items was identified in one of the students as a secondary function. Teacher-monitoring and self-monitoring…

This study examined the feasibility and effectiveness of a comprehensive function-based intervention applied across multiple inclusive classroom settings. The participant was a middle school student diagnosed with Asperger Syndrome who exhibited chronic off-task behaviors across all academic environments. This study was conducted across two…

In this article, the authors discuss ways ecobehavioral assessment (EBA) has contributed to greater understanding of students' response to instructional intervention and its relationship to academic learning and achievement. EBA represents a proven effective way to conduct a contextual analysis of the instructional environments, teacher and…

This meta-analysis examined school-based intervention research based on functional behavioral assessment (FBA) to determine the effectiveness of key individualized positive behavior support (IPBS) practices in school settings. In all, 83 studies representing 145 participants were included in the meta-analysis. Intervention, maintenance, and…

Systems of care can be used to help coordinate and direct resources both external and internal to a school, thereby providing critical supports for students with emotional and behavioral challenges that historically have not been available to educators. In this study, hierarchical linear modeling was used to longitudinally examine school…

Academic interventions for students with emotional and behavioral disorders (EBD) is a critical area of practice and one that has not been fully developed by large-scale research. Students with EBD are characterized by an ability to achieve academically but demonstrate a failure to do so. Some research on effective instructional practices for…