Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. However, the research is limited on the implementation of FCT in inclusive school settings for students with intellectual and developmental disabilities. The…

Functional behavior assessment (FBA) is an integral component of treatment development for students with intellectual and developmental disabilities. The continuum of FBA methods includes indirect, direct, and functional analysis assessment methods. However, there is not a standard for the best approach to the FBA process. This evaluation compared…

Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of…

Background: The Developmental Behaviour Checklist (DBC) is an established, internationally used questionnaire for assessing behavioural and emotional problems among young people with developmental or intellectual disabilities (ID). The present study aims to evaluate the psychometric properties of its German teacher version (DBC-T). Method: The…

Commonly used in research settings, noncontingent reinforcement (NCR) is a function-based intervention for decreasing challenging behaviors (Carr, Severtson, & Lepper, 2009). Function-based interventions effectively change behavior through detailed analysis of why the behavior occurs (Lane, Kalberg, & Shepcaro, 2009). Practitioners…

Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students' behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention…

Students with intellectual and developmental disabilities (IDD) require intensive supports to make progress on literacy goals. These supports must often include methods to decrease challenging behaviors and increase engagement during instruction. In this study, I investigated whether computer-assisted instruction (CAI) may be one effective method…

This study investigated the effects of inclusive education for children with developmental disabilities. The study panel comprised 19 class teachers from 16 regular elementary schools across 3 districts in Shanghai, China. By integrating focus groups, individual interviews, and archival data, the results showed that children with developmental…

This study compared the efficacy of no choice and choice of preferred engagement stimuli to reduce escape-maintained disruptive behavior of pupils in kindergarten with developmental disabilities in inclusive classes. This study demonstrated how functional behavior assessment can be conducted in a school setting to determine the functional…

This study investigated the effects of varying opportunities to respond when using a behavior management program with three elementary school students with developmental disabilities in a small group special education setting. These students exhibited both academic and behavioral difficulties. With the implementation of Class-Wide Function-Related…

Classroom behavior is a source of anxiety, stress, and distraction for many teachers and is a key reason teachers give for leaving the profession. This often raises questions regarding the extent to which teacher preparation programs and initial teaching placements prepare pre-service teachers for working with students who display challenging…

Objective: The objective of this study was to assess the feasibility of using Tele-health technology to teach three teachers in a rural school district the basics of a mindfulness-based procedure, measure the fidelity of the teachers teaching the procedure to a student in their class, and to assess the effectiveness of the students' use of the…

Although functional analysis (FA) remains the standard for identifying the function of problem behavior for students with developmental disabilities, traditional FA procedures are typically costly in terms of time, resources, and perceived risks. Preliminary research suggests that trial-based FA may be a less costly alternative. The purpose of…

Previous studies have focused on whether a trial-based functional analysis (FA) yields the same outcomes as more traditional FAs, and whether interventions based on trial-based FAs can reduce socially maintained problem behavior. We included a full range of behavior functions and taught 3 teachers to conduct a trial-based FA with 3 boys with…

Students' leaving a designated area without permission or supervision is referred to as "elopement," and such behavior clearly presents a unique set of challenges for educational professionals. Elopement is seen in children and youth with a variety of developmental disabilities, including those with intellectual disabilities or autism, as well as…