Challenging behavior exhibited by young children is becoming recognized as a serious impediment to social–emotional development and a harbinger of severe maladjustment in school and adult life. Con...

Prevention and Intervention with Young Children's Challenging Behavior: Perspectives regarding Current Knowledge:

Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities: Alan C. Repp and Nirbhay N. Singh (Editors). Sycamore, IL: Sycamore Publishing Company, 1990, 533 pp., $44.95

This article examines the research literature on functional assessment-based interventions for students with or at risk for emotional and behavioral disorders (E/BD) who demonstrate problem behavio...

Functional Assessment-Based Intervention Research on Students with or at Risk for Emotional and Behavioral Disorders in School Settings:

The 1997 Individuals with Disabilities Education Act Amendments require the use of functional behavioral assessment (FBA) and positive behavioral interventions and supports for students with disabilities who are the subject of formal disciplinary actions. FBA has been represented by different terms and associated procedures such as functional analysis, functional assessment, brief functional assessment, and descriptive analysis. However, much of the FBA research has focused on children with severe developmental disorders in clinical settings. In this article, we review the available FBA research conducted with students with high-incidence behavior problems in school settings to examine its utility (i.e., effectiveness), acceptability (i.e., social validity), and practicality (i.e., whether FBA can be conducted by direct service providers in a timely manner). The findings and directions for future research are discussed.

The Utility, Acceptability, and Practicality of Functional Behavioral Assessment for Students with High-Incidence Problem Behaviors

More common than severe behaviors, distracting and instructionally disruptive behaviors frequently result in disciplinary decisions being made for the student who is exhibiting them. These behavior...

Functional Assessment of Distracting and Disruptive Behaviors in the School Setting

A functional analysis involving interviews and direct observation was used to analyze the multiple disruptive behaviors of a kindergarten student. Following this analysis, an intervention that combined reinforcement and teacher-cued self-monitoring procedures was implemented using an A-B-A-B withdrawal design. The procedures produced a significant decrease in his disruptive behavior and changes in the functions of disruptions across experimental phases.

Functional Analysis and Intervention for Disruptive Behaviors of a Kindergarten Student.

In this study we used an individualized, on-site, consultation model to instruct classroom aides how to teach social interaction skills to five young children with social delays and ten non-delayed peers. Four aides were trained to teach five social skill strategies to triads of preschoolers. Each triad included one preschool child with social delays and two socially competent peers. We assessed the effects of this instruction on the target students, use of the social strategies and the generalization of the skills to non-trained free play settings. Aides used token system strategies to increase the target students, social interactions in the free play settings. The results indicate that the target students' increased their level of social interaction with peers during the triad situation but an increase in the generalization setting did not occur until the teacher-directed token system component was implemented. Social validation data indicated that the classroom aides found the procedures easy to implement, appropriate for preschool settings, and effective. Language: en

Ruth Ashworth

Papers

Functional Analysis and Intervention for Disruptive Behaviors of a Kindergarten Student.

Generalization of social skills intervention for preschoolers with social delays