The current study investigates Talk Aloud Problem Solving (TAPS) for master's level students at Endicott College in preparation for the Behavior Analysis Certification Board (BACB) exam. The exam format of multiple-choice questions was used as the basis for acquisition and utilization of a TAPS skill repertoire. The purpose was to add to the…

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…

The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students' disruptive and off-task behavior as well as prevent students' problem behaviors from occurring. The results of 28 single-case studies examining the effectiveness of training…

This research occurs in a specialized primary school for students having emotional and behavioural disorders (EBD) in a suburb of Montréal in Canada. The aims were to a) evaluate the impact of a schoolwide de-escalation intervention plan on the use of de-escalation and seclusion-restraint measures throughout the school year and b) to identify the…

Objectives: Sleep problems are prevalent among children with autism spectrum disorder (ASD) and are often accompanied by stereotypies, the function of which may be difficult to determine. Functional behavioral assessment (FBA) is an evidence-based approach to assessing and treating challenging behaviors, however, it has scarcely been used with…

The aim of this review is to identify the behavioural soothing interventions (BSIs) used for reducing infant crying and to determine their effect. Studies had to describe an experimental study addressing infant crying and BSIs in the first six months after birth. Searches were performed in Web of Science, Pubmed, Science Direct, EBSCOhost,…

Despite the overall success of Schoolwide Positive Behavior Support, there is evidence teachers do not effectively utilize Schoolwide Positive Behavior Support features in the classroom. Classrooms are important systems within a Schoolwide Positive Behavior Support framework as this is the location within the school that students spend the…

Widely recognized as a gold-standard resource, this authoritative book has been revised and expanded with 50% new material. It provides a complete introduction to functional behavioral assessment (FBA), complete with procedures, forms, and tools that have been piloted and refined in both general and special education settings. Numerous vivid…

The purpose of this study was to complete a formative check of the Multi-Tiered Behavior Framework (MTBF) implementation by gathering elementary teacher and administrator perceptions. These perceptions of implementation are used to inform system-wide action for successful implementation of MTBF. The theoretical framework which guided this study…

The authors investigated the implementation of the Good Behavior Game (GBG) on disruptive behaviors of high school special education students. Additionally, the study compared the effect of student-selected rewards versus teacher-selected rewards. A multielement withdrawal (A/[B + C]/A/[B + C]) design was used in the classroom to monitor behavior…

Pupils with autism spectrum disorder (ASD) received 6 months of intensive interaction or treatment as usual. They were assessed for behaviour problems at the start and end of the period, and changes were related to child and parent factors. Intensive interaction did not offer any greater advantages to child behaviour than treatment as usual.…

The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading, mathematics, or writing, and contingent reinforcement for academic performance. There was an…

Direct behavior rating (DBR) may be a viable assessment for documenting current areas of impaired functioning and progress monitoring students' response to a behavioral intervention. Challenging behaviors are often addressed in general education settings using interventions such as the daily report card (DRC). To best implement and monitor such…

Students with challenging, disruptive behavior have difficulty learning in school, and their behavior adversely impacts the learning of other students and the classroom teacher. Class-Wide Function-related Intervention Teams (CW-FIT) is an evidence-based approach that teachers can use to prevent and reduce problem behavior and increase prosocial…

Most function-based intervention plans (FBIP) discuss what to teach, but often fail to address effective methods for teaching the skills addressed in the plan. This article discusses the various parts of the FBIP plan that may require teaching and provides potential instructional approaches for teaching the components of the FBIP to students and…