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Dracobly, Joseph D.; Smith, Richard G. – Journal of Applied Behavior Analysis, 2012
This multiple-study experiment evaluated the utility of assessing and treating severe self-injurious behavior (SIB) based on the outcomes of a functional analysis of precursor behavior. In Study 1, a precursor to SIB was identified using descriptive assessment and conditional probability analyses. In Study 2, a functional analysis of precursor…
Descriptors: Self Destructive Behavior, Probability, Behavior Problems, Functional Behavioral Assessment
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Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara – Education and Treatment of Children, 2014
In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…
Descriptors: Student Behavior, Functional Behavioral Assessment, Behavior Modification, Observation
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Feldman, Sara; Boesch, Miriam C. – Journal of the International Association of Special Education, 2019
Many individuals with autism display behavior that may interfere with the acquisition of new skills within the classroom. Due to the rising rates of autism, it is likely that many teachers will encounter students with autism and behavioral difficulties within their classrooms. Current behavior interventions are typically designed by specialists…
Descriptors: Functional Behavioral Assessment, Behavior Problems, Autism, Pervasive Developmental Disorders
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Rispoli, Mandy; Neely, Leslie; Healy, Olive; Gregori, Emily – Journal of Behavioral Education, 2016
The purpose of this study was to investigate the efficacy and efficiency of a training package to teach public school special educators to conduct functional analyses of challenging behavior. Six public school educators were divided into two cohorts of three and were taught two models of functional analysis of challenging behavior: traditional and…
Descriptors: Public School Teachers, Functional Behavioral Assessment, Special Education, Special Education Teachers
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Hanisch, Charlotte; Eichelberger, Ilka; Richard, Stefanie; Doepfner, Manfred – School Psychology International, 2020
Symptoms of attention-deficit/hyperactivity and oppositional defiant disorder are associated with a multitude of psychosocial developmental risks, e.g. academic underachievement. Various cognitive behavioral interventions have proven to be effective in reducing problem behavior in school settings. Drawing on this previous work and on our…
Descriptors: Coaching (Performance), Inservice Teacher Education, Elementary School Teachers, Program Effectiveness
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Nam, Sang S.; Hwang, Young S. – Journal of Special Education Apprenticeship, 2016
A literature review was conducted to describe important concepts involved in functional analysis of verbal behavior as well as to evaluate empirical research findings on acquisition of picture exchange-based vs. signed mands to suggest instructional implications for teachers and therapists to teach functional communication skills to children with…
Descriptors: Literature Reviews, Functional Behavioral Assessment, Pictorial Stimuli, Sign Language
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Machalicek, Wendy; O'Reilly, Mark; Chan, Jeffrey M.; Lang, Russell; Rispoli, Mandy; Davis, Tonya; Shogren, Karrie; Sigafoos, Jeff; Lancioni, Giulio; Antonucci, Massimo; Langthorne, Paul; Andrews, Alonzo; Didden, Robert – Education and Training in Developmental Disabilities, 2009
We conducted a functional analysis of challenging behavior for two students with autism using widely available videoconferencing equipment (laptop computers equipped with web cameras). Observers used the videoconferencing facilities to collect data on challenging behavior and to instruct the therapist conducting the assessment. Results of the…
Descriptors: Intervention, Autism, Behavior Modification, Computers
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Scalzo, Rachel; Davis, Tonya N.; Weston, Regan; Dukes, Elizabeth; Leeper, Dana; Min, Nandar; Mom, Allen; Stone, Jessica; Weber, Alex – Journal of the American Academy of Special Education Professionals, 2017
This study examined activity schedules as an intervention to decrease challenging behavior and increase academic engagement during work tasks scheduled after free play activities in three boys diagnosed with autism spectrum disorder (ASD). Functional analysis results indicated all participants' challenging behavior was maintained, at least in…
Descriptors: Autism, Pervasive Developmental Disorders, Child Behavior, Males
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Bruhn, Allison L.; Balint-Langel, Kinga; Troughton, Leonard; Langan, Sean; Lodge, Kelsey; Kortemeyer, Sara – Behavioral Disorders, 2015
For years, the assumption has been that stereotypical behaviors functioned only to provide sensory or automatic reinforcement. However, these behaviors also may serve social functions. Given the unsettled debate, functional behavior assessment and functional analysis can be used to identify the exact function of stereotypical behavior and design…
Descriptors: Behavior Problems, Antisocial Behavior, Intervention, Behavior Modification
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Thompson, Travis – Journal of the Experimental Analysis of Behavior, 2007
This paper proposes that an organism's integrated repertoire of operant behavior has the status of a biological system, similar to other biological systems, like the nervous, cardiovascular, or immune systems. Evidence from a number of sources indicates that the distinctions between biological and behavioral events is often misleading, engendering…
Descriptors: Behavioral Sciences, Biology, Behavior, Reinforcement
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Rispoli, Mandy; Burke, Mack D.; Hatton, Heather; Ninci, Jennifer; Zaini, Samar; Sanchez, Lisa – Journal of Positive Behavior Interventions, 2015
Trial-based functional analysis (TBFA) is a procedure for experimentally identifying the function of challenging behavior within applied settings. The purpose of this study was to examine the effects of a TBFA teacher-training package in the context of two Head Start centers implementing programwide positive behavior support (PWPBS). Four Head…
Descriptors: Early Childhood Education, Federal Programs, Teacher Education, Positive Reinforcement
Normand, Matthew P.; Machado, Mychal A.; Hustyi, Kristin M.; Morley, Allison J. – Journal of Applied Behavior Analysis, 2011
We taught manual signs to typically developing infants using a reversal design and caregiver-nominated stimuli. We delivered the stimuli on a time-based schedule during baseline. During the intervention, we used progressive prompting and reinforcement, described by Thompson et al. (2004, 2007), to establish mands. Following sign training, we…
Descriptors: Evidence, Stimuli, Behavior Modification, Sign Language
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Harrison, Judith R.; Soares, Denise A.; Rudzinski, Stephen; Johnson, Rachel – Review of Educational Research, 2019
Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based…
Descriptors: Attention Deficit Hyperactivity Disorder, Intervention, Evidence Based Practice, Program Effectiveness
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Schmidt, Jonathan D.; Shanholtzer, Alison; Mezhoudi, Nabil; Scherbak, Bailey; Kahng, SungWoo – Education and Treatment of Children, 2014
Brief experimental analysis (BEA) is a useful tool for quickly evaluating intervention strategies for individuals with academic deficits and minor behavior problems. However, there is a lack of research investigating BEA for intervention strategies with individuals who emit severe problem behavior to avoid academic demands. For the current study,…
Descriptors: Evaluation Methods, Intervention, Academic Ability, Mental Retardation
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Brock, Matthew E.; Seaman, Rachel L.; Downing, Courtney – Research and Practice for Persons with Severe Disabilities, 2017
Most paraprofessionals are not well trained to implement evidence-based practices that can improve student outcomes. In this study, we trained a paraprofessional to use evidence-based instructional practices with an elementary student with a severe disability who exhibited challenging behavior. Through functional analysis, we determined the…
Descriptors: Paraprofessional School Personnel, Evidence Based Practice, Behavior Problems, Functional Behavioral Assessment
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