Fetal alcohol spectrum disorder (FASD) is characterized by impulsivity and deficits in executive functioning. Given this, individuals with FASD might particularly benefit from interventions that teach them to manage their own behavior in a more adaptive manner. Using a reversal (ABAB) design, the current study investigated the effects of a…

Access to inclusive school settings is associated with many benefits for students with intellectual and developmental disabilities in the areas of academics (Agran et al., 2020; Kurth & Mastergeorge, 2010), social skills (Kleinert et al., 2015; Lyons et al., 2011; Schwab et al., 2015), and communication skills (Ballard & Dymond, 2017;…

Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school…

In this replication and extension study, we examined the effects of educators' participation in practice-based professional learning (PBPL) to design, implement, and evaluate functional assessment-based interventions (FABIs). We randomly assigned school-site teams (k = 69; N = 342) to cohorts trained by either university or state technical…

Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address…

Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address…

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…

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…

For years, the assumption has been that stereotypical behaviors functioned only to provide sensory or automatic reinforcement. However, these behaviors also may serve social functions. Given the unsettled debate, functional behavior assessment and functional analysis can be used to identify the exact function of stereotypical behavior and design…

The purpose of this study was to examine the effects of a training package on three middle school special education teachers' accurate implementation of trial-based functional analysis (TBFA) and differential reinforcement of alternative behavior (DRA) with their students with autism spectrum disorders or emotional and behavioral disorders in the…

Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results…

Learning about restorative justice involves examining conventional thinking about crime (or wrongdoing generally), values in relation to how people associated with wrongdoing are treated, and best responses when a wrongdoing occurs. In this introductory article, the author highlights key developments in the restorative movement and main…

A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary…

On the basis of the implementation of Schoolwide Positive Behavior Supports in high schools, the present study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing Schoolwide Positive Behavior Supports. The effectiveness of the 2 additional items…

When many students are tardy at the secondary level, teachers must continually restart instruction or delay beginning instructional periods throughout the school day. To address the considerable amount of instructional time lost caused by high rates of tardiness, the authors investigated the results of schoolwide intervention to reduce student…