Teaching Paraprofessionals to Implement Function-Based Interventions

The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention, students’ appropriate behavior increased and challenging behavior decreased. In general, paraprofessionals implemented strategies with high levels of fidelity and judged both the coaching and workshop training procedures and student intervention strategies as socially valid. Implications for practice, limitations, and suggestions for future research are discussed.

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Functional Behavior Assessment Rating Scales: Intrarater Reliability with Students with Emotional or Behavioral Disorders

Behavioral Disorders ◽

10.1177/019874290302800402 ◽

2003 ◽

Vol 28 (4) ◽

pp. 386-400 ◽

Cited By ~ 26

Author(s):

Sally M. Barton-Arwood ◽

Joseph H. Wehby ◽

Philip L. Gunter ◽

Kathleen L. Lane

Keyword(s):

Behavioral Disorders ◽

Rating Scales ◽

Pearson Correlation ◽

Correlation Coefficients ◽

Functional Behavior Assessment ◽

Behavior Assessment ◽

Future Research ◽

Intrarater Reliability ◽

Functional Behavior ◽

Emotional Or Behavioral Disorders

This study evaluated the intrarater reliability of two functional behavior assessment rating scales: the Motivation Assessment Scale and the Problem Behavior Questionnaire. Teachers rated 30 students from 10 self-contained classrooms for students with emotional or behavioral disorders on three separate occasions using both rating scales. Pearson correlation coefficients and exact and adjacent agreement percentages indicated variable and inconsistent ratings across administrations and rating scales. The authors discuss possible reasons for inconsistencies, as well as implications for practice and future research.

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Functional Behavior Assessment for Challenging Behavior in Individuals with Autism

Frontiers in Human Neuroscience ◽

10.3389/conf.fnhum.2019.229.00027 ◽

2019 ◽

Vol 13 ◽

Author(s):

Ameera Bawazeer ◽

Mariam Alhammadi ◽

Michelle Kelly

Keyword(s):

Challenging Behavior ◽

Functional Behavior Assessment ◽

Behavior Assessment ◽

Functional Behavior

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ABC Tracker: Increasing Teacher Capacity for Assessing Student Behavior

Beyond Behavior ◽

10.1177/1074295617728513 ◽

2017 ◽

Vol 26 (3) ◽

pp. 113-123

Author(s):

Chris Borgmeier ◽

Sheldon L. Loman ◽

M. Kathleen Strickland-Cohen

Keyword(s):

Challenging Behavior ◽

Student Behavior ◽

Functional Behavior Assessment ◽

Behavior Assessment ◽

Classroom Teachers ◽

Teacher Capacity ◽

Knowledge And Skills ◽

Functional Behavior

Students with persistent challenging behavior are present in nearly every classroom. Teachers need the knowledge and skills to understand student behavior and intervene effectively. This article presents a framework to guide teachers in understanding student behavior and feasible tools for collecting data about the function of student behavior. Practical schoolwide strategies are provided for collecting and utilizing information about function of behavior to inform function-based supports for students prior to formal functional behavior assessment.

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An Examination of the Relation Between Functional Behavior Assessment and Selected Intervention Strategies With School-Based Teams

Journal of Positive Behavior Interventions ◽

10.1177/10983007050070040201 ◽

2005 ◽

Vol 7 (4) ◽

pp. 205-215 ◽

Cited By ~ 46

Author(s):

Terrance M. Scott ◽

Julianna McIntyre ◽

Carl Liaupsin ◽

C. Michael Nelson ◽

Maureen Conroy ◽

...

Keyword(s):

Functional Behavior Assessment ◽

Intervention Strategies ◽

Behavior Assessment ◽

Functional Behavior ◽

School Based

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Meta-analysis of single-subject research using hierarchical linear modeling : empirical examination of the procedure and functional behavior assessment-based interventions

10.32469/10355/10347 ◽

2010 ◽

Author(s):

Nicholas A. Gage

Keyword(s):

Hierarchical Linear Modeling ◽

Meta Analysis ◽

Functional Behavior Assessment ◽

Behavior Assessment ◽

Single Subject ◽

Linear Modeling ◽

Empirical Examination ◽

Single Subject Research ◽

Functional Behavior

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Functional Behavior Assessment and Function-Based Intervention Planning: Considering the Simple Logic of the Process

Beyond Behavior ◽

10.1177/1074295617716113 ◽

2017 ◽

Vol 26 (3) ◽

pp. 101-104 ◽

Cited By ~ 1

Author(s):

Terrance M. Scott ◽

Justin T. Cooper

Keyword(s):

Functional Behavior Assessment ◽

Behavior Assessment ◽

Functional Behavior ◽

Disabilities Education Act ◽

Big Ideas ◽

Education Act ◽

Function Based Intervention ◽

Simple Logic ◽

Definition Of ◽

And Function

While functional behavior assessment (FBA) has been a part of special education law and embedded in Individuals With Disabilities Education Act (IDEA) since 1997, a precise definition of what actions or processes constitute a legal FBA has never been adequately addressed in the law. This article provides an overview of the underlying logic of FBA leading to effective function-based intervention. When focusing on a simplification of the logic behind FBA, there are three big ideas that serve as a foundation for considering the intersection of effectiveness and practicality: function matters, FBA requires repeated observations of behavior, and the only purpose of an FBA is to develop an effective intervention. These big ideas are discussed, leading to a conclusion as to how logic and simplicity must share priority in the process.

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Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357618755694 ◽

2018 ◽

Vol 34 (1) ◽

pp. 3-14 ◽

Cited By ~ 11

Author(s):

Victoria F. Knight ◽

Heartley B. Huber ◽

Emily M. Kuntz ◽

Erik W. Carter ◽

A. Pablo Juarez

Keyword(s):

Intellectual Disability ◽

Instructional Practices ◽

Special Educators ◽

Future Research ◽

Professional Judgment ◽

Evidence Based ◽

Wide Range ◽

Students With Autism ◽

Services And Supports ◽

Instructional Decision

Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research.

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