Differences in subscale scores on the questions about behavioral function (QABF) were assessed for participants identified with pica, rumination, food stealing, food refusal, and mealtime behavior problems (e.g., aggression, self-injurious behavior). The QABF was administered to informants for 125 individuals identified with problematic feeding…

Schools across the nation have been charged with the task of conducting functional behavioral assessments (FBAs) to aid in the development of behavior intervention plans (BIPs) to address the challenging behavior of students with special education needs. In response, schools have initiated efforts to provide the various members of their student…

Functional analyses were conducted during a double-blind, placebo-controlled study of the atypical antipsychotic medication risperidone with 13 individuals. Risperidone was effective in reducing destructive behavior (compared to placebo) for 10 participants. For 7 of these responders, an undifferentiated pattern of responding occurred across their…

Functional assessments were conducted to identify the variables maintaining disruptive behavior in eight, typically developing fifth-grade students enrolled in general education classrooms. Participants whose behavior was found to be functionally related to either task-avoidance or attention-seeking were randomly assigned to a treatment strategy…

Students with emotional and behavioral disorders (EBD) experience difficulty in the educational environment at two levels: behaviorally and academically. Behavioral and academic problems in students with EBD are reciprocal in nature. Behavioral problems may cause a disruption in academic engagement, including a student's attending to instruction,…

In the current investigation, the processes of functional assessment and function-based intervention were used to resolve the severe challenging behaviors of a boy with autism and mental retardation in an inclusive kindergarten in South Korea. A multicomponent intervention was developed in collaboration with classroom personnel and was implemented…

In this article, the effectiveness of pre-service training that focuses on collaborative consultation and positive behavior support for treatment of challenging behaviors is evaluated. The effectiveness of an 8-month training program is evaluated for three participant groups: (a) 16 advanced undergraduate and master's-level students who received…

Practical and comprehensive, this book focuses on the nuts and bolts of designing positive behavior support plans for students with such disabilities as mental retardation, autism, learning disabilities, and emotional/behavioral disorders. Strategies are provided for addressing individual behavioral problems at all levels of severity. Filled with…

This article shows how teachers can implement behavioral observation and assessment using a structured rubric narrative log format to understand a student's problem behaviors and find ways to encourage more positive behavior. Advantages of narrative observations for functional behavioral assessments are specified and include exploring one's own…

This article presents the legal requirements of the Individuals with Disabilities Education Act Amendments regarding Individualized Education Programs (IEP), functional behavioral assessments, and behavior intervention plans for special education students with problem behavior; describes the initial policy letters and due process hearings that…

A study explored the use of functional behavioral assessment (FBA) to develop an intervention plan for a third-grader with learning disabilities who exhibited high rates of problem behaviors during reading instruction. Results provide preliminary evidence to support the use of FBA to influence instructional planning. (Contains references.)…

Summarizes advances in functional behavioral assessment of students with behavior problems that focuses on team implementation. Discusses issues such as practical difficulties in manipulating consequences, the complexity added by the need to also conduct academic assessments, and collaboration between applied researchers and practitioners. (DB)

A study investigated the use of functional assessment for the transition difficulties of an 11-year-old girl with multiple disabilities who engaged in flopping to the ground during transitions. Assessment information led to the scheduling of a period for interaction immediately following problematic transitions and resulted in reduced rates of…

A functional analysis isolated peer attention as the primary maintaining variable for disruptive behavior by a student (age 8) with attention deficit hyperactivity disorders. Using a brief reversal design, noncontingent reinforcement was then shown to reduce disruptive behavior related to the peer attention condition. (Contains three references.)…

The limitations of informant assessment of problem behaviors was investigated across seven situations and three participants (ages 11-18) with cognitive impairments. Informant hypotheses about the function of problem behaviors were validated by subsequent functional analyses only when informants identified their hypotheses as involving situations…