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Escape-to-Attention as a Potential Variable for Maintaining Problem Behavior in the School Setting
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Sarno, Jana M.; Sterling, Heather E.; Mueller, Michael M.; Dufrene, Brad; Tingstrom, Daniel H.; Olmi, D. Joe – School Psychology Review, 2011
Mueller, Sterling-Turner, and Moore (2005) reported a novel escape-to-attention (ETA) functional analysis condition in a school setting with one child. The current study replicates Mueller et al.'s functional analysis procedures with three elementary school-age boys referred for problem behavior. Functional analysis verified the participant's…
Descriptors: Behavior Modification, Functional Behavioral Assessment, Elementary School Students, Males
Descriptive Assessment Method To Reduce Overall Disruptive Behavior in a Preschool Classroom.
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Vanderheyden, Amanda M.; Witt, Joseph C.; Gatti, Susan – School Psychology Review, 2001
Legal mandate and limited resources provide an impetus to increase the utility of functional assessment. The goal of this study was to develop a brief assessment that could be conducted in the natural setting to identify naturally occurring, high-frequency subsequent events that may serve as maintaining consequences for disruptive behavior using…
Descriptors: Behavior Modification, Behavior Problems, Classroom Environment, Functional Behavioral Assessment
Current Status and Future Directions of School-Based Behavioral Interventions
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Gresham, Frank M. – School Psychology Review, 2004
This article describes the current status and future directions for school-based behavioral interventions. The article is centered on four themes that are considered critical for future research and practice in school-based behavioral intervention work. First, conceptual interventions based on intensity level and purpose (universal, selected, and…
Descriptors: Intervention, Functional Behavioral Assessment, Behavior Modification, Classroom Techniques
Functional Behavioral Assessment: Principles, Procedures, and Future Directions.
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Gresham, Frank M.; Watson, T. Steuart; Skinner, Christopher H. – School Psychology Review, 2001
Although functional behavioral assessments (FBA) have long been considered "best practice" in the field of applied behavior analysis, their use by school psychologists has a much briefer history. To assist school psychologists in becoming better acquainted with FBA, this article overviews the conceptual foundations and underlying principles of FBA…
Descriptors: Behavior Modification, Behavior Problems, Behavioral Science Research, Educational Environment
Some Contributions of Functional Analysis to the Assessment of Behaviors Associated with Attention Deficit Hyperactivity Disorder and the Effects of Stimulant Medication.
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Northup, John; Gulley, Veronica – School Psychology Review, 2001
Reviews the usefulness of functional analysis procedures for the assessment and treatment of behaviors associated with Attention Deficit Hyperactivity Disorder Conclusions suggest that functional analysis may be particularly useful for identifying behaviors that are (or are not) maintained by social consequences and for the subsequent development…
Descriptors: Attention Deficit Disorders, Behavior Modification, Behavior Problems, Drug Use
Using Multimethod-Multisource Functional Behavioral Assessment for Students with Behavioral Disabilities
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Stage, Scott A.; Jackson, Hal G.; Moscovitz, Kara; Erickson, Marcia Jensen; Thurman, Stacy Ogier; Jessee, Wyeth; Olson, Erin M. – School Psychology Review, 2006
Using multimethod-multisource functional behavioral assessment (FBA), 3 students (in kindergarten, first grade, and ninth grade) with behavioral disabilities at risk for change of placement received interventions. Indirect assessments included the Functional Assessment Checklist for Teachers and Staff--Part A & B, the Student-Directed…
Descriptors: Check Lists, Functional Behavioral Assessment, Grade 9, Grade 1
Reducing Disruptive Behaviors in Students with Serious Emotional Disturbance.
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Musser, Erinn H.; Bray, Melissa A.; Kehle, Thomas J.; Jenson, William R. – School Psychology Review, 2001
A multicomponent intervention that included a precision request program, mystery motivators, token economy with response cost, and antecedent strategies was employed to reduce disruptive classroom behavior in 3 school-aged students with social and emotional disorders. The results suggested that the intervention was successful in reducing levels of…
Descriptors: Behavior Modification, Behavior Problems, Classroom Environment, Elementary Education