This archival small-study meta-analysis was an examination of the across-study and in-study effects of functional behavioral assessment--based interventions on time-on-task for students with or at risk of emotional disturbance (ED)/emotional behavioral disorder (EBD). A sample of 15 across-study K-6 learners (11 males, 4 females; ages 5-13) was…

In schools, special education teachers and paraprofessionals are expected to support the completion of functional behavior assessment procedures in the development of a behavior support plan. Often times, school-personnel are limited in their training and resources, particularly in situations where experimental procedures are necessary. This…

Most paraprofessionals are not well trained to implement evidence-based practices that can improve student outcomes. In this study, we trained a paraprofessional to use evidence-based instructional practices with an elementary student with a severe disability who exhibited challenging behavior. Through functional analysis, we determined the…

The success of function-based interventions depends not just on the quality of procedures but also on the extent to which procedures are implemented as planned. Too often in schools, effort is committed to functional assessment and behavior support plan design, only to be followed by weak implementation. This study used a multiple baseline across…

Effective behavior support is achieved through designing supportive environments. However, it is common to overlook the context of implementation when designing support for individuals. This lack of attention to the broader context (e.g., behavior of peers, school resources, capacity of family members to use recommended strategies) may lead to…

This study examined the effectiveness of function-based interventions with students who are deaf or hard of hearing (D/HH). The participants were 3 elementary-aged males attending a center school for the deaf who exhibited chronic off-task behaviors throughout the school day. This study was conducted across 2 phases: (a) a descriptive functional…

We evaluated the ability of typical school personnel with basic behavioral training to develop and implement function-based supports for students with mild to moderate problem behaviors. Descriptive results indicated that following four 1-hr training sessions, 13 participants were able to (a) identify interventions that were and were not…

Self-management systematizes self-regulation strategies for learners with autism spectrum disorder (ASD) in order for learners with ASD to learn the rules and norms needed to act appropriately in a given situation. Self-regulation strategies can include self-monitoring, self-reflection, and adapting to a given context. Self-management is both a…

This review of the literature was conducted to explore the evidence base for functional assessment-based interventions (FABIs) for one systematic approach developed by Umbreit, Ferro, Liaupsin, and Lane (2007). Specifically, this review examined the evidence base for this systematic approach to FABI for young students by applying quality…

This preliminary study investigated the use of the Function-Based Intervention Decision Model (Decision Model; Umbreit, Ferro, Liaupsin, & Lane, 2007) to improve teacher treatment integrity for a function-based classroom management plan. The participants were a special education teacher and three elementary-age students receiving special…

Supporting the full range of students with behavioral challenges requires that schools build the capacity to implement evidence-based behavioral interventions. Fortunately, a substantive body of research documents behavioral interventions are available to both decrease problem behavior and enhance prosocial skills. To date, however, this…

This case study describes the leadership of a school counselor in implementing positive behavioral interventions and supports (PBIS) in a low-income, diverse elementary school with a modest level of external supports. After initiating a grade-level pilot program, the school counselor partnered with university-based consultants to expand the PBIS…

Behavior support in schools is increasingly viewed as a three-tier prevention effort in which "universal" interventions are used for primary prevention, "targeted" interventions are used for secondary prevention, and "intensive" interventions are used for tertiary prevention. A growing body of research has demonstrated the effectiveness of…

This paper examines two illustrations of teacher-led function-based interventions to explore the extent to which teachers are able to design and implement function-based interventions with limited support from university personnel. Results of these A-B-A-B intervention designs suggest a functional relation between the introduction of the…