The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a…

Although there is a strong legislative base and perceived efficacy for multidisciplinary team decision making, limited evidence supports its effectiveness or consistency of implementation in practice. In recent research, we used the Decision Observation, Recording, and Analysis (DORA) tool to document activities and adult behaviors during positive…

An 11-year-old nonverbal boy diagnosed autistic was trained to communicate wants and needs with manual signs. Sign training in the corner of the classroom had no effect on generalization or maladaptive responses, while training in the natural setting was functionally related both to use of signs across the school day and dramatic reductions in…

Analyzes generalization failures. A format is provided for categorizing errors and linking them to stimulus characteristics present during training. Stimulus control serves as the pivotal concept that directs this error analysis, and provides the bridge between infrahuman research on generalization and the broader applied issue of obtaining…

This discussion of positive behavior support for people with disabilities identifies four themes: (1) behavior support should reduce problem behavior and affect how a person lives; (2) functional assessment is the foundation for understanding patterns of problem behavior; (3) behavior support should be comprehensive in structure and scope; and (4)…

A study examined the relationship between neutralizing routines and problem behavior in three adolescents with severe intellectual disabilities. Functional analyses found the problem behaviors were motivated by either escape or tangible items. Results found that neutralizing routines were effective in reducing self-injurious behavior and…

This commentary discusses three major factors that are reshaping the field of behavioral support: change in the outcomes of research/intervention, change in the comprehensive nature of interventions, and change in the contexts in which research is conducted. The focus on broader outcomes, comprehensive support, and real contexts is emphasized. (CR)

The effects of self-monitoring and self-delivered reward on the study behavior of two educable mentally retarded boys (10 and 13 years old) were examined. (Author/CL)

This article introduces the use of nonaversive behavior management with persons exhibiting undesirable behaviors. Definitions are suggested and three fundamental elements are explained: (1) a nonaversive set of procedures; (2) social validation criteria emphasizing personal dignity; and (3) the prohibition or restriction of certain aversive or…

This case study demonstrates the use of functional assessment with a 17-year-old student with severe intellectual disabilities. The case focuses on the importance of identifying setting events associated with problem behaviors and, when these events occur, making appropriate scheduling or programing changes to prevent difficult situations from…

Upright walking posture was successfully trained, maintained, and transferred to a new setting in a 28-year-old profoundly retarded adult. An apparatus in the S's cap and vest provided reinforcement (radio) when the S's head was up. The first four phases of the study demonstrated stimulus control in the training setting, while the next nine phases…

This article reviews features of behavioral support plans that teams should consider as they develop positive, effective responses to problem behavior, including investing in prevention occurrences of problem behavior and developing instructional objectives, avoiding rewarding problem behaviors, rewarding positive behaviors, and knowing what to do…

This article reviews research describing the use of interspersed requests to prevent or reduce problem behavior (e.g., self abuse and aggression) in students with disabilities. The strategy requires presenting two to five short, easy instructional tasks immediately before presenting a difficult task or one likely to result in undesirable…

Two major advances in the provision of behavioral support to students with severe disabilities include: (1) procedures for conducting functional assessment, and (2) design of comprehensive interventions. The research foundation for these advances, implications for clinicians, and future research directions are presented. (Author/DB)

A functional analysis of the aggressive behaviors of a 14-year-old boy with moderate mental retardation found that aggression occurred during instruction on difficult tasks. Researchers taught both a high-efficiency/low-effort and a low-efficiency/high-effort response using communication devices. The high-effort response was used regularly, was…