In Experiment 1, I conducted a functional analysis of student rate of learning with and without a peer-yoked contingency for 12 students in Kindergarten through 2nd grade in order to determine if they had conditioned reinforcement for collaboration. Using an ABAB reversal design, I compared rate of learning as measured by learn units to criterion…

The purpose of this study was to explore the extent to which two classroom-wide instructional interventions, peer support and instructional choice, were able to reduce escape-maintained off-task and problem behaviors. This study also measured the extent to which these interventions, when coupled with individually designed function-based…

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…

Noncontingent reinforcement (NCR) is an effective technique for reducing a variety of behaviors in individuals with autism spectrum disorders (ASD); however, prior researchers have not investigated the effects of NCR to reduce perseverative speech in children with ASD in naturalistic educational contexts. The current investigation evaluated the…

Prior research has suggested Check-In/Check-Out (CICO) effectiveness is linked to the function of problem behavior. Though effective for students whose misbehavior occurs to gain attention, findings are equivocal for behavior that occurs to escape academic tasks. The purpose of this study was to therefore evaluate a modification to CICO, wherein…

Objectives: This study presents processes and outcomes of school-wide positive behavior support (SWPBS) funded by Seoul Metropolitan Office of Education (SMOE) in South Korea. Methods: The SW-PBS effort has been implemented in six special schools serving students with developmental disabilities. With technical assistance from the SMOE consulting…

Secondary level or Tier 2 interventions such as the Check-in Check-out (CICO) intervention effectively reduce problem behaviors of students who are non-responsive to school-wide interventions. However, some students will not be successful with Tier 2 interventions. This study investigated the effects of adding individualized function-based support…

Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance…

In this study, 188 master-level students received training through a distance education course to conduct functional behavioral assessments (FBAs) and behavior support plans with 68 boys and six girls (aged 3-20 years) displaying persistent behavior problems in inclusive preschools, elementary, and secondary schools. In the course, master-level…

The "School Refusal Assessment Scale" (SRAS) was developed to identify four factors that might maintain a youth's school attendance problem (SAP), and thus be targeted for treatment. There is still limited support for the four-factor model inherent to the SRAS and its revision (SRAS-R). Recent studies indicate problems with the wording…

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…

Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do…

Although functional analysis (FA) remains the standard for identifying the function of problem behavior for students with developmental disabilities, traditional FA procedures are typically costly in terms of time, resources, and perceived risks. Preliminary research suggests that trial-based FA may be a less costly alternative. The purpose of…

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 applied within a school for the deaf. The participants were elementary-aged males diagnosed as deaf or hard of hearing (D/HH) who exhibited chronic off-task behaviors throughout the school day. This study was conducted across two phases: (a) a descriptive functional behavior…