The purpose of this study was to evaluate the reliability, validity, and accuracy of scores from the Intervention Selection Profile--Function (ISP-Function): a brief functional assessment tool founded upon Direct Behavior Rating (DBR) methodology. Participants included 34 teacher-student dyads. Using the ISP-Function, teachers rated the extent to…

The purpose this study was to evaluate the reliability, validity, and accuracy of scores from the "Intervention Selection Profile--Function (ISP-Function)": a brief functional assessment tool founded upon Direct Behavior Rating (DBR) methodology. Participants included 34 teacher-student dyads. Using the ISP-Function, teachers rated the…

The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and non-function-based behavioral interventions for students diagnosed with attention-deficit/hyperactivity disorder. In addition, associations between various participant, assessment, and intervention…

Comparisons of results from descriptive and functional analyses of problem behavior generally have shown poor correspondence. Most descriptive analyses have focused on relations between consequent events and behavior, and it has been noted that attention is a common consequence for problem behavior even though it may not be a functional…

The Check in/Check out (CICO) strategy is a secondary tier intervention designed to address those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports (SW-PBIS), and require more targeted support. The present study extended the implementation of the CICO strategy to a residential facility.…

This study used traditional behavioral assessment procedures (functional behavioral assessment and structural analysis) in a single-subject design to determine whether a functional relationship existed between (a) levels of task difficulty and teacher attention and (b) off-task behavior in 3 students identified as highly able in mathematics who…

We explored functional variables for aggressive behavior in 87 individuals with moderate to borderline intellectual disability who lived in a residential facility. For this purpose we used the "Questions About Behavioral Function" scale (QABF; Matson, J., & Vollmer, T. (1995). "Questions About Behavioral Function (QABF)". Baton Rouge, LA:…

Research has shown a positive correlation between time spent on homework and learning. However, students often engage in off-task behaviors to escape the demands of homework. Youth with emotional or behavioral disorders (EBD) are especially likely to engage in off-task behaviors. Effective interventions to increase on-task behavior during homework…

A functional analysis was performed on a five-year-old nonverbal Autistic female with severe self-injurious behaviors. The self-injurious behaviors (hand-to-head, hand-to-jaw, hand-to-face) and loud vocalizations were targeted. Two types of sessions, enriched environment and instructor controlled preferred stimuli, were alternated throughout the…

This study was the first to investigate patterns of homework problems, as assessed by parent reports on the Homework Problem Checklist (HPC), among children in general education and those referred to an evaluation and treatment program for attention-deficit/hyperactivity disorder (ADHD). In Study 1, parents of general education students in grades…