Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III.…

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)…

Check-in check-out (CICO) is a widely implemented program aimed at increasing prosocial behavior. Aligned with the logic of Tier 2 supports, CICO has a standard protocol meant to be implemented in a standardized fashion across all students. However, as CICO is not effective for all at-risk students, it is quite common to find researchers…

Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that…

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…

Behavior intervention plans (BIPs) based on a functional behavior assessment are supported by a large body of research showing their potential for positively impacting student behavior; however, research also indicates that many classroom teams struggle to implement BIPs with fidelity. We conducted a statewide survey of over 600 teachers to…

The success of function-based interventions depends not just on the quality of procedures but also on the extent to which procedures are implemented as planned. Too often in schools, effort is committed to functional assessment and behavior support plan design, only to be followed by weak implementation. This study used a multiple baseline across…

Functional behavior assessments (FBAs) and behavior intervention plans (BIPs) are critical components in the education of students with, or at risk for, emotional disturbance (ED). The purpose of this article is to compare the legal requirements with the professional requirements for FBAs and BIPs. The comparison is first according to the…