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Internal Consistency and Inter-Rater Reliability of the Questions about Behavioral Function (QABF) Rating Scale When Used by Teachers and Paraprofessionals
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May, Michael E.; Sheng, Yanyan; Chitiyo, Morgan; Brandt, Rachel C.; Howe, Abigail P. – Education and Treatment of Children, 2014
There has been considerable emphasis on indirect functional behavior assessments in school settings. However, little research has evaluated the reliability of these methods to identify behavioral function. One indirect measure, the Questions About Behavioral Function (QABF) scale, has yet to be extensively studied in school settings, though…
Descriptors: Functional Behavioral Assessment, Disabilities, Interrater Reliability, Rating Scales
Effects of a Comprehensive Function-Based Intervention Applied across Multiple Educational Settings
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Gann, Candace J.; Ferro, Jolenea B.; Umbreit, John; Liaupsin, Carl J. – Remedial and Special Education, 2014
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…
Descriptors: Intervention, Asperger Syndrome, Functional Behavioral Assessment, Disabilities
Influences on the Congruence between Parents' and Teachers' Ratings of Young Children's Social Skills and Problem Behaviors
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Dinnebeil, Laurie A.; Sawyer, Brook E.; Logan, Jessica; Dynia, Jaclyn M.; Cancio, Edward; Justice, Laura M. – Early Childhood Research Quarterly, 2013
A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous…
Descriptors: Disabilities, Young Children, Influences, Congruence (Psychology)
Developing Behavioural Training Services to Meet Defined Standards within an Australian Statewide Disability Service System and the Associated Client Outcomes
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Crates, Nicola; Spicer, Matthew – Journal of Intellectual & Developmental Disability, 2012
Background: LaVigna, Christian, and Willis (2005) reported on a project where Institute for Applied Behaviour Analysis (IABA) staff trained a professional team in New Zealand (NZ) to provide behavioural services that met defined criteria. The NZ team was then trained to train other practitioners to meet the same professional standards. However, no…
Descriptors: Outcomes of Treatment, Foreign Countries, Severity (of Disability), Intervention
A Preliminary Investigation of the Utility of the "Behavior Support Plan Quality Evaluation Guide II" for Use in Australia
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Webber, Lynne S.; McVilly, Keith R.; Fester, Tarryn; Zazelis, Telly – Journal of Intellectual & Developmental Disability, 2011
Background: The quality of behaviour support plans (BSPs) can be an important influence on the quality of the support provided to people with disability who show challenging behaviours. The Behavior Support Plan Quality Evaluation Guide II (BSP-QE II) is one tool that may be useful in assessing the quality of behaviour support plans. It has…
Descriptors: Behavior Problems, Mental Retardation, Construct Validity, Validity
A Quantitative Review of Functional Analysis Procedures in Public School Settings
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Solnick, Mark D.; Ardoin, Scott P. – Education and Treatment of Children, 2010
Functional behavioral assessments can consist of indirect, descriptive and experimental procedures, such as a functional analysis. Although the research contains numerous examples demonstrating the effectiveness of functional analysis procedures, experimental conditions are often difficult to implement in classroom settings and analog conditions…
Descriptors: Public Schools, Statistical Analysis, Functional Behavioral Assessment, Validity