The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:
 10.1080/10459881003785506
 ). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research.

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review.

Functional analysis methodology focuses on the identification of variables that influence the occurrence of problem behavior and has become a hallmark of contemporary approaches to behavioral assessment. In light of the widespread use of pretreatment functional analyses in articles published in this and other journals, we reviewed the literature in an attempt to identify best practices and directions for future research. Studies included in the present review were those in which (a) a pretreatment assessment based on (b) direct observation and measurement of (c) problem behavior was conducted under (d) at least two conditions involving manipulation of an environmental variable in an attempt (e) to demonstrate a relation between the environmental event and behavior. Studies that met the criteria for inclusion were quantified and critically evaluated along a number of dimensions related to subject and setting characteristics, parametric and qualitative characteristics of the methodology, types of assessment conditions, experimental designs, topographies of problem behaviors, and the manner in which data were displayed and analyzed.

Functional analysis of problem behavior: a review

Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts...

/pdf/applying-positive-behavior-support-and-functional-behavioral-5dx0m52ckc.pdf

Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management practices. Although the need for additional research exists, 20 practices, in general, were identified as having sufficient evidence to be considered for classroom adoption. Considerations for incorporating these pracfices are suggested, and a self-assessmen t tool is proposed as means of evaluating and enhancing use of these practices. Suggesfions for future research are also presented.

/pdf/evidence-based-practices-in-classroom-management-4jwnv2w5rt.pdf

Evidence-Based Practices in Classroom Management: Considerations for Research to Practice.

Reviews and evaluates psychosocial treatments for attention deficit hyperactivity disorder (ADHD) in children and adolescents according to Task Force Criteria (Lonigan, Elbert, & Johnson, this issue). It is concluded that behavioral parent training and behavioral interventions in the classroom meet criteria for well-established treatments. Cognitive interventions do not meet criteria for well-established or probably efficacious treatments. Issues regarding the evaluative process are discussed and future directions for psychosocial treatment for ADHD are outlined.

Empirically supported psychosocial treatments for attention deficit hyperactivity disorder.

Chapter 1 A Functional Approach to Problem Behavior PART I Conducting the FBA Chapter 2 Defining the Problem: Identifying the Target and Replacement Behavior Chapter 3 Functional Behavioral Assessment: Interviews Chapter 4 Functional Behavioral Assessment: Direct Observation Chapter 5 Determining the Function of the Behavior: Using the Function Matrix PART II Developing and Testing the Intervention Chapter 6 Intervention Method 1: Teaching the Replacement Behavior Chapter 7 Intervention Method 2: Improve the Environment Chapter 8 Intervention Method 3: Adjust the Contingencies Chapter 9 Identifying an Appropriate Measurement System Chapter 10 Testing the Intervention Chapter 11 The Behavior Intervention Plan PART III Implementing the Intervention Chapter 12 Factors that Affect Success: Social Validity, Treatment Integrity, and Generalization and Maintenance Chapter 13 Monitoring the Intervention and Analyzing Outcomes PART IV Putting it All Together: From Problem Identification to Effective Intervention Chapter 14 The Entire Process When Using Method 1: Teach the Replacement Behavior Chapter 15 The Entire Process When Using Method 2: Improve the Enviroment Chapter 16 The Entire Process When Using Method 3: Adjust the Contingencies ConclusionAnd Some Suggestions

Functional Behavioral Assessment and Function-Based Intervention: An Effective, Practical Approach

Corey, an 8-year-old boy with Attention Deficit Hyperactivity Disorder (ADHD), attended regular third-grade classes at his local elementary school. During various academic instruction, Corey freque...

Functional Assessment and Intervention in a Regular Classroom Setting for the Disruptive Behavior of a Student with Attention Deficit Hyperactivity Disorder

Active responding (in the form of response cards) was employed during a math lecture in a third-grade classroom to evaluate its effect on disruptive behavior. Two conditions, conventional...

Using Active Responding to Reduce Disruptive Behavior in a General Education Classroom

The present article reports information resulting from a review of 19 articles reporting studies conducted in the 1990s with a total of 62 participants who were identified as having, or being at ri...

Functional Assessment Research on Students with or at Risk for EBD: 1990 to the Present

This study examined the effects of increasing task difficulty when inadequately challenging tasks are assigned. Jason, a 10-year-old, typically developing Caucasian boy, attended a fourth-grade gen...

John Umbreit

Papers

Functional Behavioral Assessment and Function-Based Intervention: An Effective, Practical Approach

Functional Assessment and Intervention in a Regular Classroom Setting for the Disruptive Behavior of a Student with Attention Deficit Hyperactivity Disorder

Using Active Responding to Reduce Disruptive Behavior in a General Education Classroom

Functional Assessment Research on Students with or at Risk for EBD: 1990 to the Present

Improving Classroom Behavior by Modifying Task Difficulty Effects of Increasing the Difficulty of Too-Easy Tasks