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ERIC Number: EJ888354
Record Type: Journal
Publication Date: 2008-May
Pages: 14
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0198-7429
The Impact of Targeted Classroom Interventions and Function-Based Behavior Interventions on Problem Behaviors of Students with Emotional/Behavioral Disorders
Trussell, Robert P.; Lewis, Timothy J.; Stichter, Janine P.
Behavioral Disorders, v33 n3 p153-166 May 2008
The purpose of this study was to examine the impact of both functional behavior assessment-based interventions and targeted classroom interventions for reducing problem behaviors of children with emotional/behavioral disorders (EBD) in special education classrooms. Specifically, this study was interested in how interventions based on changes in classroom routines and instructional behaviors compared with interventions based on functional behavior assessment. Results demonstrated the effectiveness of incorporating effective classroom practices in reducing problem behaviors in special education classrooms for students with EBD. In addition, results demonstrated a clear additive effect when individually designed behavior interventions, based on functional behavior assessments, were incorporated following classroom intervention. Results confirm the importance of analyzing and manipulating environmental and instructional classroom variables as an essential step in the process of addressing problem behavior. Implications for practice and future research are discussed. (Contains 2 tables and 4 figures.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A