This paper presents a study that evaluated the efficacy of a video self-modeling intervention derived from a functional behavior assessment intervention on the aggressive behavior of two students diagnosed with autism spectrum disorder and intellectual disabilities. A multiple baseline design across stimulus conditions with inter-subject…

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…

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…

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…

Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching…

Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching…

The differential effects of interventions aligned with indicated and non-indicated behavioral function were studied. Disruptive behavior of a fourth grade child at risk for emotional and behavioral disorders (EBD) was assessed through functional behavioral assessment (FBA) procedures. Following the FBA, three interventions were designed, only one…

Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…

This study examined the effects of a function-based intervention implemented with a student, Shawn, who had attention-deficit/hyperactivity disorder, internalizing behavioral problems, and a speech and language impairment. Shawn attended a fourth-grade classroom in a self-contained school that served students with emotional and behavioral…

Preventative strategies are critical for the 5-15% of students at risk at the secondary level of intervention within the three-tier model of positive behavior support, and on the verge of developing more severe problem behavior. Two case studies illustrate how the use of social skills instruction and a self-management system can effectively…