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ERIC Number: ED453623
Record Type: RIE
Publication Date: 2001-Apr
Pages: 10
Abstractor: N/A
Can Discipline Referrals Be Reduced by Functional Behavioral Assessments?
Tobin, Tary; Martin, Emma
This report discusses preliminary results from a project designed to develop and test a practical approach to the identification of, and intervention with, students who have, or are at risk, for emotional and behavioral disorders. The study includes data from 28 elementary students with behavioral problems that concerned the classroom teachers. In a training program in functional assessment and intervention called "Individualized Positive Support" (IPS), teachers learned basic functional assessment methods and developed hypotheses and competing behavioral analyses. They also learned how to use the information from the functional assessment to develop and use positive, individualized interventions. The report focuses on the change in discipline referral rates for eight students who had discipline referrals and for whom functional assessment led to individualized, positive results. Seven of the eight students decreased their referral rates after their teachers participated in IPS. One student, who had not been referred for discipline problems before the IPS training, was sent to the principal's office after the IPS training. Of the seven who decreased their referral rates, six had zero referrals during the follow-up period of two to six months. Specific outcomes for each of these students is described. (Contains 32 references.) (CR)
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Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Council for Exceptional Children (Kansas City, MO, April 19-21, 2001). This report covers one aspect of a larger research project, "Using Teamwork to Plan Systematic and Functional Environments for Students with Emotional and Behavioral Disorders" (Grant #H324N980024, U.S. Department of Education).