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Dunlap, Glen; Horner, Robert H., Ed. – Journal of Positive Behavior Interventions, 2006
In the past two decades, positive behavior support (PBS) has emerged from applied behavior analysis (ABA) as a newly fashioned approach to problems of behavioral adaptation. ABA was established in the 1960s as a science in which learning principles are systematically applied to produce socially important changes in behavior, whereas PBS was…
Descriptors: Behavioral Science Research, Intellectual Disciplines, Functional Behavioral Assessment, Intervention
Smith, Andrea; Bondy, Elizabeth – Childhood Education, 2007
Student defiance, or resisting the authority of the teacher, is commonplace. In fact, some researchers have reported that the vast majority of discipline referrals are due to defiance. Due to the prevalence of childhood defiance and its potential for bringing instruction to a grinding halt, it is essential for educators to be prepared to…
Descriptors: Behavior Problems, Classroom Environment, Student Behavior, Antisocial Behavior
Wilhite, Kathi; Braaten, Sheldon; Frey, Laura; Wilder, Lynn K. – Intervention in School and Clinic, 2007
Teachers working with students who exhibit problem behaviors need new tools to assist their efforts to effectively address challenging behavior. The "Behavioral Objective Sequence" (BOS; Braaten, 1998) is a user-friendly instrument that provides a developmental perspective for responding to these behaviors within an instructional model. The BOS…
Descriptors: Classroom Environment, Behavioral Objectives, Behavior Problems, Functional Behavioral Assessment
Ritzman, Mitzi J.; Sanger, Dixie – Language, Speech, and Hearing Services in Schools, 2007
Purpose: The purpose of this study was to survey the opinions of principals concerning the role of speech-language pathologists (SLPs) serving students with communication disorders who have been involved in violence. Method: A mixed methods design involving 678 questionnaires was mailed to elementary, middle, and high school principals in a…
Descriptors: Intervention, Principals, Communication Disorders, Speech Language Pathology
Borrero, John C.; Francisco, Monica T.; Haberlin, Alayna T.; Ross, Noel A.; Sran, Sandeep K. – Journal of Applied Behavior Analysis, 2007
We evaluated problem behavior exhibited by 6 individuals with developmental disabilities using the behavioral economic conceptualization of unit price. Descriptive observations were conducted during interactions between the participants and their primary care providers in a clinical laboratory, the participants' homes, or school. Data were…
Descriptors: Developmental Disabilities, Behavior Problems, Severity (of Disability), Functional Behavioral Assessment
Berg, Wendy K.; Wacker, David P.; Cigrand, Karla; Merkle, Steve; Wade, Jeanie; Henry, Kim; Wang, Yu-Chia – Journal of Applied Behavior Analysis, 2007
The results of a functional analysis of problem behavior and a paired-choice assessment were compared to determine whether the same social reinforcers were identified for problem behavior and an appropriate response (time allocation). The two assessments were conducted in classroom settings with 4 adolescents with mental retardation who engaged in…
Descriptors: Behavior Problems, Mental Retardation, Time Management, Functional Behavioral Assessment

School Psychology Review, 2001
Part of a special section on the issues and procedures involved in implementing functional behavior assessments in schools. An annotated bibliography of articles and books that relate to the theme of the special section is provided. (GCP)
Descriptors: Annotated Bibliographies, Educational Environment, Functional Behavioral Assessment, School Psychology

Doggett, R. Anthony; Edwards, Ron P.; Moore, James W.; Tingstrom, Daniel H.; Wilczynski, Susan M. – School Psychology Review, 2001
In the present case illustration, teacher interviews, conditional probability analyses of direct observations, and brief teacher-implemented functional analyses are demonstrated to help practitioners learn an efficient and effective method for determining the function of problem behaviors exhibited in general education classrooms. Future…
Descriptors: Behavior Problems, Classroom Environment, Functional Behavioral Assessment, School Psychology
Hall, Scott S. – Research in Developmental Disabilities: A Multidisciplinary Journal, 2005
In this study, the outcomes of descriptive, experimental and informant-based methods of functional assessment were compared in four individuals with developmental disabilities who showed problem behaviors. Results indicated that the descriptive and experimental assessments were concordant in only one of the four cases whilst informant-based and…
Descriptors: Functional Behavioral Assessment, Developmental Disabilities, Behavior Problems, Comparative Analysis
Outcomes for Children with Problematic Behavior in School and at Home Served By Public Mental Health
Hodges, K.; Xue, Y.; Wotring, J. – Journal of Emotional and Behavioral Disorders, 2004
The authors report outcomes for 4,777 youth served by the public mental health system in Michigan who had problems in school, at home, in interpersonal relationships, or in modulating their mood. Cluster analysis identified five subgroups: Pervasive Problems with Mood Disturbance (i.e., severe or moderate impairment in school, at home, in behavior…
Descriptors: Psychological Patterns, Multivariate Analysis, Mental Health, Functional Behavioral Assessment
Asmus, Jennifer M.; Franzese, Julie C.; Conroy, Maureen A.; Dozier, Claudia L. – School Psychology Review, 2003
Although individuals may engage in several topographies of aberrant behavior, each with different functions, it is not uncommon for researchers to conduct one functional analysis. We conducted two functional analyses for a child with autism, one with and one without consequences for stereotypic vocalizations. Only the analysis without consequences…
Descriptors: Functional Behavioral Assessment, Autism, Behavior Problems, Children
Fairbanks, Sarah; Simonsen, Brandi; Sugai, George – TEACHING Exceptional Children, 2008
Many present day classroom teachers face greater challenges than perhaps during any time in the past. Teachers are expected to: (a) provide evidence-based instruction to ensure that students make adequate yearly progress under the No Child Left Behind Act of 2001 (NCLB); (b) serve an increasingly diverse group of students including students with…
Descriptors: Educational Strategies, Intervention, Social Behavior, Federal Legislation
Kell, Brandy L.; Kress, Victoria E. – International Journal of Behavioral Consultation and Therapy, 2006
This article examines the behavioral treatment of Trichotillomania. A brief overview of the diagnosis and assessment of Trichotillomania is provided. Guidelines for a structured clinical evaluation when working with people diagnosed with Trichotillomania are supplied. The most effective behavioral interventions and treatments for working with…
Descriptors: Behavior Modification, Counseling Techniques, Evaluation Methods, Intervention
Borgmeier, Chris; Horner, Robert H. – Journal of Positive Behavior Interventions, 2006
Faced with limited resources, schools require tools that increase the accuracy and efficiency of functional behavioral assessment. Yarbrough and Carr (2000) provided evidence that informant confidence ratings of the likelihood of problem behavior in specific situations offered a promising tool for predicting the accuracy of function-based…
Descriptors: Predictive Validity, Functional Behavioral Assessment, Behavior Problems, Elementary School Students
Baron, A.; Galizio, M. – Behavior Analyst, 2006
It is customary in behavior analysis to distinguish between positive and negative reinforcement in terms of whether the reinforcing event involves onset or offset of a stimulus. In a previous article (Baron & Galizio, 2005), we concluded that a distinction of these terms is not only ambiguous but has little if any functional significance. Here, we…
Descriptors: Negative Reinforcement, Positive Reinforcement, Stimuli, Behavior Change