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Allison Negron-Campbell; Samantha E. Goldman; Nanho Vander Hart – Preventing School Failure, 2024
Research shows that schools struggle with conducting high quality functional behavior assessments (FBA) and implementing effective behavior intervention plans (BIP). Access to training is a documented challenge to effective implementation. One training with preliminary empirical support is Basic FBA. This pilot study extended the research on Basic…
Descriptors: Functional Behavioral Assessment, Intervention, Faculty Development, Staff Development
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Rondy Yu; Aaron Haddock; Wesley A. Sims – Intervention in School and Clinic, 2024
The Good Behavior Game (GBG) is an interdependent group-oriented contingency management system successfully used in school settings to promote positive student behaviors. As a classroom management intervention, there is a large body of evidence for it increasing desirable classroom behaviors and decreasing problem behaviors across a range of…
Descriptors: Educational Games, Classroom Techniques, Functional Behavioral Assessment, Intervention
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Haspel, Mary; Hollo, Alexandra – Education and Treatment of Children, 2021
Although functional analysis (FA) is often recommended as a behavioral assessment tool, researchers have identified barriers limiting its use in schools. Trial-based FA (TBFA) was designed to address some of those limitations. However, few studies have examined classroom-based training methods for teachers to implement TBFA, and none have assessed…
Descriptors: Functional Behavioral Assessment, Faculty Development, Training, Program Implementation
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Kumm, Skip; Maggin, Daniel M. – Beyond Behavior, 2021
Goal setting is a research-informed intervention that has demonstrated improved behavioral outcomes for students with emotional and behavioral disorders. However, not all students will respond to goal-setting interventions delivered in a standard format, requiring planning, implementation, and ongoing evaluation of more intensive goal-setting…
Descriptors: Goal Orientation, Intervention, Emotional Disturbances, Behavior Disorders
Anita McDowell – ProQuest LLC, 2024
This archival small-study meta-analysis was an examination of the across-study and in-study effects of functional behavioral assessment--based interventions on time-on-task for students with or at risk of emotional disturbance (ED)/emotional behavioral disorder (EBD). A sample of 15 across-study K-6 learners (11 males, 4 females; ages 5-13) was…
Descriptors: Functional Behavioral Assessment, Intervention, Time on Task, At Risk Students
Justin D. Garwood – Journal of Emotional and Behavioral Disorders, 2023
Special education teachers have one of the most challenging and stressful jobs in public education, which often leads to increased burnout. High levels of burnout have, in turn, been related to lower levels of fidelity of implementation in delivery of evidence-based behavior interventions. The purpose of this position paper is to (a) propose…
Descriptors: Special Education Teachers, Teacher Burnout, Teaching Conditions, Behavior Modification
Office of Special Education and Rehabilitative Services, US Department of Education, 2024
The U.S. Department of Education (Department) is committed to supporting State educational agencies (SEAs), local educational agencies (LEAs), and partners in ensuring that schools and preschool programs have additional tools to foster safe, inclusive learning environments that increase students' engagement and sense of well-being. The Office of…
Descriptors: Functional Behavioral Assessment, Student Behavior, Student Needs, Intervention
Majeika, Caitlyn E.; Van Camp, Alyssa M.; Wehby, Joseph H.; Kern, Lee; Commisso, Colleen E.; Gaier, Kelsey – Journal of Positive Behavior Interventions, 2020
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…
Descriptors: Positive Behavior Supports, Prosocial Behavior, Program Evaluation, Outcomes of Treatment
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Lloyd, Blair P.; Barton, Erin E.; Ledbetter-Cho, Katherine; Pennington, Brittany; Pokorski, Elizabeth A. – Elementary School Journal, 2019
We reviewed the literature on function-based interventions (FBIs) implemented by school personnel in K-8 general education settings with a focus on intervention implementation. We identified 34 studies (70 students and FBIs) that met criteria for this review. For more than half of studies and participants, FBIs were implemented by general…
Descriptors: Functional Behavioral Assessment, Intervention, Elementary Education, Teacher Student Relationship
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Lansey, Kirsten R.; Antia, Shirin; MacFarland, Stephanie Z.; Umbreit, John – Education and Training in Autism and Developmental Disabilities, 2021
Students with intellectual and developmental disabilities have more opportunity to attend postsecondary education than ever before. Peer mentors who support these students sometimes need to manage challenging behavior. This study examined the impact of training and coaching with performance feedback on peer mentors' fidelity in implementing…
Descriptors: Coaching (Performance), Training, Feedback (Response), Fidelity
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Ennis, Robin Parks; Jolivette, Kristine; Swoszowski, Nicole Cain – Beyond Behavior, 2017
Functional behavior assessment (FBA) is the process of collecting data to determine the function of an individual's behavior to develop a functionally-indicated behavioral intervention (BIP). Special adaptations may be needed to conduct FBA and implement BIPs in alternative educational settings. In this article, we highlight suggestions for…
Descriptors: Functional Behavioral Assessment, Behavior Modification, Intervention, Nontraditional Education
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Hendrix, Nicole M.; Vancel, Samantha M.; Bruhn, Allison L.; Wise, Sara; Kang, Sungeun – Preventing School Failure, 2018
Paraprofessionals carry out behavior interventions for students with challenging behavior in inclusive classroom settings. Examination of paraprofessional involvement in behavior interventions informs how paraprofessionals may best support intervention implementation. The researchers used a withdrawal design to evaluate the effects of a…
Descriptors: Classroom Techniques, Intervention, Paraprofessional School Personnel, Student Behavior
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Scott, Terrance M.; Alter, Peter J. – Preventing School Failure, 2017
This article is a review of functional behavior assessment studies in general education setting for students with emotional and behavioral disorders. The studies were assessed in accordance with published standards for evidence-based practices. Overall, few studies met criteria for inclusion in this review and even fewer studies included all three…
Descriptors: Functional Behavioral Assessment, Mainstreaming, Emotional Disturbances, Behavior Disorders
Montano, Corey J. – ProQuest LLC, 2016
Function-based assessments and interventions are routinely used in school settings as an effective method to address problem behaviors that impede the learning of the student or others. When function-based interventions are not successful, it is often due to problems with treatment integrity (TI). Using an ABCBC single subject design, this study…
Descriptors: Intervention, Behavior Modification, Functional Behavioral Assessment, Behavior Problems
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Moreno, Gerardo; Wong-Lo, Mickie; Bullock, Lyndal M. – International Journal of Emotional Education, 2017
The functional behavioral assessment (FBA) has been a hallmark practice amongst educators working with students demonstrating challenging behaviors. Although the process has been mandated in special education since the Individuals with Disabilities Education Act of 1997, the FBA varies in form and implementation across the United States of America…
Descriptors: Functional Behavioral Assessment, Educational Practices, Teacher Surveys, Teaching Experience
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