The present study replicates and extends previous research regarding the effects of self-regulated strategy development (SRSD) within a school wide positive behavior support model among students with writing difficulties who also had either internalizing or externalizing behavior patterns. Two multiple-probe designs, involving 13 second-grade…

This paper presents the effects of a function-based intervention bundle including a combination of teacher-directed self-recording, self-monitoring, and prompt cards to decrease inappropriate classroom talking out of a 7th grade student with an emotional/behavioral disorder. The interventions were based on functional behavior assessment that…