We conducted a school-wide training for Japanese preschool teachers based on the behavioral and functional approach to children with problem behaviors. Twenty-five Japanese teachers at a kindergarten and nursery school participated in the program, attending six training sessions and four case-study meetings. The training sessions consisted of (a)…

Leading research argues the distinct importance of earliest detection of childhood behavior problems and the value of discovering subsequent change patterns as children transition through the early education years. This study examined the relative contributions of earliest assessments of children's problem behaviors as compared to the changes in…

This study compared the efficacy of no choice and choice of preferred engagement stimuli to reduce escape-maintained disruptive behavior of pupils in kindergarten with developmental disabilities in inclusive classes. This study demonstrated how functional behavior assessment can be conducted in a school setting to determine the functional…

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 Good Behavior Game (GBG) has been demonstrated to reduce disruptive student behavior during implementation. The effects of playing the GBG on disruption immediately before and after the GBG are unknown. The current study evaluated the effects of the GBG on disruption in 5 kindergarten classes immediately before, during, and after GBG…

Discipline and behavior modification in schools is a culturally dependent and sensitive subject. Despite research demonstrating that corporal punishment is not effective, it remains a common practice in over 70 countries worldwide. School discipline practices vary widely around the world and even within national borders. While physical punishment…

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…

This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions…

This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students…

This study examined the efficacy of function-based intervention for young children at-risk for emotional and behavioral disorders (EBD) in inclusive environments. Participants were two kindergarten students and one first-grade student, all of whom exhibited chronic disruptive behavior in the classroom despite previous interventions implemented…

This study investigated the effects of adding individualized, function-based support to the well-documented early intervention First Step to Success. A single-subject multiple-baseline design was applied across three K-1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized…

The current study presents case reports of six children diagnosed with autism spectrum disorder (ASD) who received intensive applied behavior analysis within the Comprehensive Application of Behavior Analysis to Schooling (CABAS[R]) system and successfully integrated into mainstream education. The participants' interventions followed curricular…

A range of interventions exist to prevent and respond to disruptive classroom behavior. This study documents the efficacy of a function-based intervention conducted using a multiple baseline across settings design. Despite moderately variable levels of treatment fidelity, results suggest a functional relation between the introduction of a package…

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…