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Aveyard H Doing a literature review in health and social care: a practical guide 3rd edition , Maidenhead: Open University Press. Bettany-Saltikov J How to do a systematic literature review in nursing: a step by step guide 2nd edition , Maidenhead: Open University Press. Borrow from RCN Library services. Hewitt-Taylor J The essential guide to doing a health and social care literature review, London: Routledge.

Siu C and Comersamy H Doing a research project in nursing and midwifery: a basic guide to research using the literature review methodology, London: Sage.

Chapter 2 covers defining your topic and chapter 4 is very thorough on literature searching. Use these links to see details of books the RCN libraries hold on each topic. Doing a literature review Undergraduate dissertations Understanding research Writing at university. Journal articles Use these links for details of journal articles on each topic. Critiquing research Doing your dissertation. Accessibility resources MyStudyBar MyStudyBar is free assistive software to help learners with literacy-related difficulties including dyslexia. It can offer potential benefits to all learners.

It includes mind mapping software, a text to audio reader and screen colour overlays. It is free to download and can be used from a USB stick. Gribben M The study skills toolkit for students with dyslexia, London: Sage. Chapter 8 covers doing a dissertation. Use the referencing guidelines from the organisation that you are writing for. Wood, B. Behavioral Disorders, 40 4 , This review of the literature was conducted to explore the evidence base for functional assessment-based interventions FABIs for one systematic approach developed by Umbreit, Ferro, Liaupsin, and Lane Specifically, this review examined the evidence base for this systematic approach to FABI for young students by applying quality indicators and evidence-based standards.

A secondary purpose was to identify the extent to which classroom teachers were involved in the FABI process. Twelve studies met the inclusion criteria of intervening with young students i. Although seven studies demonstrated positive effects and met all eight quality indicators Council for Exceptional Children [CEC], , indicating they were methodologically sound, these seven cases represented 14 students falling short of the recommended 20 participants CEC, This review provides evidence for deeming this FABI model a potential evidence-based practice for use with young students.

Limitations and future direction are discussed. Lloyd, B. Journal of Behavioral Educaiton. Although functional analysis FA remains the standard for identifying the function of problem behavior for students with developmental disabilities, traditional FA procedures are typically costly in terms of time, resources, and perceived risks.

Preliminary research suggests that trial-based FA may be a less costly alternative. The purpose of this study was to add to the burgeoning evidence on trial-based FA. Working with students with disabilities, school-based paraprofessionals conducted trial-based FAs for four students with developmental disabilities emitting high-frequency problem behavior. We then conducted brief contingency reversals to assess validity of hypotheses derived from the trial-based FA. Results of the present study add to the small but growing evidence base validating the trial-based FA as a practical and flexible alternative to the standard FA in school settings.

Preciado J. The Journal of Special Education, 42 4 , This study evaluates the effectiveness of a function-based intervention to improve behavior and reading outcomes for Latino English language learners ELLs. The participants, four Latino ELLs in an elementary school general education setting, were directly observed over a week period. Functional behavioral assessment via teacher interviews and archival reviews were conducted to establish a hypothesis regarding the maintaining function of students' problem behavior.

A functional analysis was conducted to verify the function of students' problem behavior, and a single-subject, multiple-baseline, across-subjects design was used to document the relationship between reduction in problem behavior and implementation of language-matched instructional priming. Results documented a functional relationship between intervention and reduction of problem behavior. Scott, T. Prevention School Failure, 52 3 , Although the federal government recently mandated the use of functional behavior assessment FBA and positive behavioral interventions for students, this legislation has not defined the key features of FBA and has provided little guidance for how such procedures should be completed in a public school setting.

As a result, recent evidence suggests that the FBAs in schools are conducted either with such a lack of rigor and logic as to be worthless or with such complexity and formality as to be unrealistic for the typical school setting. In this article, the authors provide a framework for conducting FBAs in classroom settings in typical schools.

They provide an overview of the key concepts and features of FBA, describe how educators can efficiently conduct FBA in a classroom and how the results can be used to develop an individualized function-based behavior intervention plan, and make recommendations for teachers. Sanford, A. Journal of Positive Behavior Intervenitons, 5 2 , The effects of a literacy intervention matching student skill level with academic performance demands were examined through a multiple baseline across participants design. The dual dependent variables were problem behavior and academic engagement.

Four students in Grades 2 or 3 who exhibited low academic performance and problem behavior during reading instruction participated. Functional behavioral assessment and oral reading fluency assessment indicated that each of the students a was at risk for reading difficulties and read at the frustration level in text used for reading instruction and b had escape-maintained problem behavior during instruction sessions.

A nonconcurrent multiple baseline design across students was used to assess the effects of matching reading instructional level e. Matching the reading instructional level to the skill level of the students was associated with academic engagement increases and problem behavior decreases for three of the students. The fourth student demonstrated improvement during baseline that made effects of the intervention difficult to assess. Conceptual implications and suggestions for integrating behavioral and academic supports are explored. Gann, C. Remedial and Special Education, 35 1 , This study examined the feasibility and effectiveness of a comprehensive function-based intervention applied across multiple inclusive classroom settings.

The participant was a middle school student diagnosed with Asperger Syndrome who exhibited chronic off-task behaviors across all academic environments. This study was conducted across two phases: a A descriptive functional behavior assessment FBA was conducted across all inclusive classroom environments and b a single, comprehensive function-based intervention was developed based on the results of the FBA followed by the implementation of a comprehensive function-based intervention in each inclusive classroom environment using a multiple probe design.

Furthermore, social validity ratings by each teacher revealed that the comprehensive, function-based intervention was preferable to the previously used classroom practices. Implications, limitations, and directions for future research are discussed. Stoiber, K. Psychology in the Schools, 48 7 , The purpose of this study was to conduct an experimental analysis of teachers' use of functional assessment FA and positive behavior support PBS for addressing challenging behaviors in young children.

A group of 35 experimental teachers participated in professional development designed to provide step-by-step training and guided implementation of FA linked to PBS intervention planning for children identified with challenging behavior in prekindergarten through first-grade classrooms. A randomly designated group of 35 control teachers received neither training nor consultation for implementing FA and PBS. At post-intervention, experimental teachers reported increased resilience as evidenced in their significantly higher competence and self-efficacy along with greater utilization of FA and PBS practices compared with control teachers.

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Increased levels of resilience were also documented on multiple measures for experimental children with challenging behaviors who received FA and PBS. Specifically, experimental children demonstrated more positive behaviors and fewer challenging behaviors compared with control children at post-intervention. The findings offer empirical support for providing professional development in FA and PBS as a proactive strategy for promoting improved competence for teachers and, more importantly, for improving resilience among children with behavioral concerns.

Majeika, C. Beyond Behavior, 20 3 , A comprehensive, integrated, three-tiered model CI3T of prevention is a framework for proactively meeting students' academic, behavioral, and social skills. At the tertiary Tier 3 level of prevention, functional-assessment based interventions FABIs may be used to identify, develop, and implement supports based on the function, or purpose, of target behaviors in their specified settings.

FABIs have been shown to be more effective than interventions that simply increase reinforcement for desired behaviors and punish undesired behaviors. Andrew was identified by his assistant principal as needing Tier 3 supports based on his low academic GPA, high number of office discipline referrals ODRs , and ratings on the school's behavior screening data. A unique feature of this study was that it was conducted in Andrew's English class, which included a coteaching approach to instructional delivery.

Three main questions were explored: 1 To what extent was the FABI effective in improving on-task behavior of a high school student taught in a cotaught, inclusive classroom? Overall, the results demonstrated a functional relation between on-task behavior of a high school student with Attention Deficit Hyperactivity Disorder ADHD and the intervention put in place in an inclusive English class. On-task behavior started out at low levels during baseline and increased during the first intervention phase.

When the intervention was removed, Andrew's on-task behavior immediately decreased to levels similar to those of the first baseline. Finally, once the intervention was reintroduced Andrew's on-task behavior again immediately increased and remained at high rates through maintenance. This study also supports the potential feasibility of teachers as data collectors. The use of momentary time sampling by Mr.

Vega, the special education teacher, was shown to be dually beneficial. First, this study demonstrates that data collection using momentary time sampling can unobtrusively be done within a teacher's instructional routine, particularly in a coteaching model. Second, it provided the teacher with a simple and practical method of collecting data and monitoring student performance that can be implemented without the assistance of outside personnel.

Gage, N. Behavioral Disorders, 37 2 , However, the FBA research base relies on single-subject design SSD and synthesis has relied on literature review or analyses using nonparametric effect size calculations. This study was designed to examine the omnibus effect that FBA-based interventions have on problem behaviors for students with or at risk for EBD in schools using a hierarchical linear modeling meta-analytic approach to SSD synthesis. Based on a sample of 69 FBA studies, subjects, and outcome graphs, results indicated that, overall, FBA-based interventions reduced problem behavior by an average of Differences of effectiveness were evident between functional analysis and descriptive assessment procedures.

Findings of this study suggest that FBA based interventions for students with or at risk for EBD are an effective approach for the reduction of problem behaviors. Topics in Early Childhood Special Education, 34 1 , Reviewers analyzed studies published from to to determine early childhood practitioner involvement in functional behavioral assessment FBA and function-based behavioral intervention plans BIP for children with challenging behavior, age 6 and younger.

Approximately one fourth of the studies included a description of practitioners in a collaborative role with researchers during the FBA, and approximately one-half during the BIP process, even though practitioners implemented the BIP in the majority of studies reviewed. McIntosh, K. International Journal of Behavioral Consultation and Therapy, 3 1 , Functional behavior assessment and function-based support have increasingly been used in school settings in the past decade.

This increased use has come under scrutiny from some experts who have argued in the past that function-based support has not yet been proven to be effective in typical school settings with students without severe disabilities. But recent research has demonstrated its effectiveness in general education settings, and current researchis providing insight into procedures that can enhance the effectiveness and efficiency of functional behavior assessment and function-based support in typical school settings. In this article the authors provide six guidelines for effective functional behavior assessment and support in school settings.

Haydon, T. Education and Treatment of Children, 35 3 , We used an AB design with a control condition to examine the effects of an academic strategy on a student with a learning disability during a 5th grade math class. During baseline the student had high rates of disruptive behavior, low percentages of intervals of on-task behavior, and low percentages of correct responses. An antecedent-based intervention was developed to target the student's escape-maintained behavior during independent seatwork. The intervention consisted of matching task difficulty with the student's level of performance based on his success in a special education resource room.

During intervention the targeted student demonstrated lower rates of disruptive behavior, higher levels of on-task behavior, and higher percentages of correct responses. The student's positive results were compared to his performance in a special education resource room. A discussion on study limitations, implications, and future research directions is included. Anthony, C. Journal of School Psychology, 55, Measurement efficiency is an important consideration when developing behavior rating scales for use in research and practice.

In addition to maintaining similar content coverage to the published version, these sets of maximally efficient items demonstrated similar psychometric properties to the published SSIS - TRS. Lane, K. Assessment for Effective Intervention, 39 4 , First, we explored the reliability of the SRSS by examining internal consistency, with results indicating adequate internal consistency. Results indicated that SRSS scores were negatively correlated with SSiS-PSG scores, thereby suggesting that an increased behavioral risk is associated with decreases in teacher-reported reading performance, math performance, motivation to learn, and prosocial behaviors.

Straightforward, practical, and user friendly, this unique guide addresses an essential component of decision making in schools. The authors show how systematic screenings of behavior—used in conjunction with academic data—can enhance teachers' ability to teach and support all students within a response-to-intervention framework. Chapters review reliable, valid screening measures for all grade levels, discuss their strengths and weaknesses, and explain how to administer, score, and interpret them. Practitioners get helpful guidance for evaluating their school's needs and resources and making sound choices about which tools to adopt.

Algozzine, B. Journal of Psychoeducational Assessment, 30 3 , Problem solving is fundamental to psychoeducational assessment practices and generally grounded in activities related to identifying problems, developing and refining hypotheses, generating solutions, developing and implementing actions, and evaluating outcomes.

While the process is central to response-to-intervention practices as well, little research has addressed the form, content, or outcomes of decision-making teams as they operate in schools. One barrier to building a program of research on team problem solving has been the absence of a credible and feasible measure of team performance.

We were interested in evaluating problem solving during team meetings that focus on academic and behavior concerns in school.

What Is Evidence-Based Practice

We describe the development and preliminary psychometric data for DORA in this article. Our discussion focuses on the implications of DORA for expanding the study of team processes and for improvement of problem-solving practices in schools. Todd, A. Journal of Applied School Psychology, 27 1 , The authors examined the problem-solving practices of school teams engaged in implementing and improving schoolwide behavior support implementation.

A multiple baseline design across 4 elementary school teams was used to assess the effects of the Team-Initiated Problem Solving TIPS training program 1 day of team training plus 2 coached meetings. A direct observation data collection protocol--Decision Observation, Recording, and Analysis--was used to index if teams followed "meeting foundations" practices for effective problem solving e. Direct observation results indicate that 3 of the 4 teams demonstrated improved meeting foundations and problem-solving skills after TIPS training.

The fourth team also performed well, but documented baseline patterns that were either at optimum levels meeting foundations or with an increasing trend problem solving that prevented demonstration of an intervention effect. Team members perceived their meetings after TIPS training as resulting in more effective problem solving.

Collectively, the results are interpreted as demonstrating a functional relation between TIPS training and improved problem solving practices by school teams. Implications address how to improve team-based consultation and problem solving in schools. Newton, J. Building local capacity for training and coaching data-based problem solving with positive behavior intervention and support teams. Journal of Applied School Psychology, 27 3 , Positive Behavior Intervention and Support Teams use data to guide decisions about student social and academic behavior problems.

In previous evaluation and research efforts, the authors taught team members to use Team-Initiated Problem Solving, a model that embeds data-based decision making into a broader problem-solving framework. The study provides support for developing local capacity to deliver training and coaching, in particular as it concerns data-based decision making and problem solving. Journal of Emotional and behavioral Disorders, 18 2 , In this article, the authors examine the psychometric properties of the Student Risk Screening Scale SRSS , including evaluating the concurrent validity of the SRSS to predict results from the Systematic Screening for Behavior Disorders SSBD when used to detect school children with externalizing or internalizing behavior concerns at three assessment points during one academic year.

Results suggest strong internal consistency and test—retest stability. Analyses of receiver operating characteristics curves also suggest that the SRSS is more accurate for detecting externalizing than internalizing behaviors. The authors conclude by offering recommendations to school site teams and researchers interested in conducing systematic screenings at the elementary level. Walker, B. Blum, C.

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Journal of Positive Behavior Interventions, 7 4 , Schoolwide positive behavior supports PBS become more commonplace in public schools, efficiently and effectively identifying and supporting students who are at risk for school failure has become increasingly important. This descriptive study examines the functioning of 72 students identified as at risk in 3 elementary schools with established PBS systems, using schoolwide screening, rating scale instruments, and office discipline referrals.

School teams matched the identified students to existing supports and tracked their functioning twice monthly. The number of office discipline referrals for each student was monitored, as was the number of students referred to school-based support teams--such as a Student Study Team, a Functional Behavior Assessment Team--and the number of students who qualified for special education that year.

Results suggest that students at risk for school failure are best identified by monitoring office discipline referrals and the use of a systematic schoolwide screening process. Walker, H. Remedial and Special Education, 11 2 , The first included teachers from 15 elementary schools, while the second drew from 2 school districts. Similar results from both studies supported SSBD validity.

The second study also supported reliability and replicability factors.


A Beginner's Guide to Evidence-Based Practice in Health and Social Care Second edition

Use of DBR in individualized intervention. Briesch, S. Chafouleas and T. Riley-Tillman Eds. Grounded in state-of-the-art research, this practical guide comprehensively shows how to harness the potential of direct behavior rating DBR as a tool for assessment, intervention, and communication in schools. DBR can be used rapidly and efficiently in PreK classrooms to support positive behavior and promote self-management.

The authors and contributors provide concrete examples of ways to implement DBR strategies within multi-tiered systems of support MTSS. The evidence base supporting each strategy is reviewed. More than 30 reproducible checklists and forms include step-by-step implementation blueprints, daily report cards, and more. Assessment for Effective Intervention, 39 4 , Data assessment is critical for determining student behavior change in response to individualized behavior interventions in schools.

This study examined the interrater agreement of the Individualized Behavior Rating Scale Tool IBRST , a perceptual direct behavior rating tool that was used by typical school personnel to record behavior occurrence in students requiring individualized interventions.

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Two independent observers teacher and data collector used the IBRST to rate student-specific problem and appropriate behaviors during specified observation times. Data were collected across 19 students and agreement between raters was compared. Resulting linear- and quadratic-weighted kappa coefficients indicated generally adequate agreement between raters on problem behaviors and appropriate behaviors. When ratings were categorized into more or less salient behaviors, less than adequate agreement Gage, N. Beyond Behavior, 22 1 , The term "data-based decision making" DBDM has become pervasive in education and typically refers to the use of data to make decisions in schools, from assessment of an individual student's academic progress to whole-school reform efforts.

Research suggests that special education teachers who use progress monitoring data a DBDM approach adapt instructional practices and effectively use data more often than teachers who do not use progress monitoring. Using data in decision making helps teachers be objective in order to accurately identify a problem, identify a solution, and assess the solution's effectiveness. DBDM provides a framework that allows one to know whether something works or does not work, and based on that knowledge, to adapt or adopt new instructional practices to positively affect student outcomes.

Briesch, A. M, Riley-Tillman, T. Assessment for Effective Intervention, 38 2 , The current study served to extend previous research on scaling construction of Direct Behavior Rating DBR in order to explore the potential flexibility of DBR to fit various intervention contexts. One hundred ninety-eight undergraduate students viewed the same classroom footage but rated student behavior using one of eight randomly assigned scales i. Descriptively, mean ratings typically fell within the same scale gradient across conditions. Furthermore, results of generalizability analyses revealed negligible variance attributable to the facet of scale type or interaction terms involving this facet.

Implications for DBR scale construction within the context of intervention-related decision making are presented and discussed. Ferguson, T. School Psychology Quarterly, 27 4 , Although direct observation is one of the most frequently used assessment methods by school psychologists, studies have shown that the number of observations needed to obtain a dependable estimate of student behavior may be impractical.

Because direct observation may be used to inform important decisions about students, it is crucial that data be reliable. Preliminary research has suggested that dependability may be improved by extending the length of individual observations. The purpose of the current study was, therefore, to examine how changes in observational duration affect the dependability of student engagement data.

Twenty seventh grade students were each observed for min across 2 days during math instruction. Generalizability theory was then used to calculate reliability-like coefficients for the purposes of intraindividual decision making. Across days, acceptable levels of dependability for progress monitoring i. Acceptable levels of dependability for higher stakes decisions i. Within a given day, a 15 minute observation was found to be adequate for making low-stakes decisions whereas an hour long observation was necessary for high-stakes decision making.

Limitations of the current study and implications for research and practice are discussed. Wehby, J. Joseph H. Wehby and Lee Kern report on 35 years of research in this area and note two conclusions: 1 Students with significant behavioral difficulties, including those with emotional disturbance ED , have among the poorest social and academic outcomes of any group of students; and 2 Teachers and other school personnel feel inadequately prepared to work with these students.

A probable contributing factor to these poor school outcomes is that educators often receive inadequate training on managing and supporting students with significant behavior issues. Teachers can easily use their experience and history with a student or use response patterns shown on typical school measures to modify a particular behavior intervention. The article provides an example that illustrates the process of adaptation and uses the most frequently reported Tier 2 intervention involving small-group support programs that incorporate validated methods to help students develop self-control strategies or enhance social relationships in addition to improving academic performance , then describes the intensive and individualized Tier functional assessment process, a problem-solving approach that relies on selecting relevant environmental factors for identifying the primary motivations for problem behavior and using that information as the centerpiece for developing an individualized behavior intervention plan.

As teachers move forward toward improving the outcomes for this difficult-to-teach population, systematic adaptations of Tier 2 interventions and individualization of support within a multitiered system may furnish the best avenue for meaningful change. Riley-Tillman, T. Participants viewed video clips of a typical third grade student and then used single-item DBR scales to rate disruptive and academically engaged behavior. Overall, ratings tended to overestimate the actual occurrence of behavior.

Although ratings of academic engagement were not affected by duration of the observation, ratings of disruptive behavior were, as the longer the duration, the more the ratings of disruptive behavior were overestimated. In addition, the longer the student was disruptive, the greater the overestimation effect. Results further revealed that anchoring the DBR scale as proportional versus absolute number of minutes did not affect rating accuracy. Finally, test-retest analyses revealed low to moderate consistency across time points for min and min observations, with increased consistency as the number of raters or number of ratings increased e.

Overall, results contribute to the technical evaluation of DBR as a behavior assessment method and provide preliminary information regarding the influence of duration of an observation period on DBR data. Spears, R. Behavioral Disorders, v26 n3, A study examined urban and rural school psychologists' abilities to use formal and informal assessment data to diagnose autism and plan an effective educational program for a student with high-functioning autism.

Respondents had difficulty recognizing autism but were able to select appropriate Individualized Education Program goals for the student. Deno, Stanley L. Presented is an empirically oriented, data based program modification DBPM manual for individualizing educational plans for any child with a learning or behavioral problem. The rationale for an empirically based program, the socio-legal context, and specific measurement and evaluation procedures e.

Consultation, training, and the indirect role of the resource teacher are treated in Part VII. Featured throughout is the application of DBPM to the case of a hypothetical child. Three appendixes provide appropriate questions for each decision area of the DBPM, case report summaries, and a list of change strategies.

Lee, D. Collecting behavioral data in general education settings: A primer for behavioral data collection. Beyond Behavior, 20, The article provides insights on the steps for collecting behavioral data in general education settings. Teachers are advised to create a schedule for data collection. The importance of defining the target behavior of interest after the creation of the schedule is emphasized. Among the features of graphed data used to identify intervention effectiveness are the level of the first data points compared with baseline and changes in behavior as a result of the intervention.

This tool is used to review the impact of the PCP and PBS plan on the student as reflected by the written report for intensive tertiary support. This could be considered as a more in depth analysis of a PBS plan for a very complex plan. This book presents information and evidence-based practices for dealing with the full range curriculum and instruction for individuals with severe intellectual disabilities and autism.

Case studies throughout Instruction of Students with Severe Disabilities look at students of various ages and with a variety of disabilities, and each chapter includes an application to a student with autism. The content is presented with citations of supportive research, and the evidence-based practices are presented in clearly defined ways to ensure that teachers understand the practices and how to apply them in their own classrooms. PowerPoint slides created by the chapter authors are available for course instructors. Lewis, T. The presentation describes how information from behavior and academic screening tools can be used.

The presentation describes an individual positive behavior support process for use in the classroom and list factors impacting the effectiveness of an individual behavior support process. A CD-Rom based training tool that trains individuals to develop behavior intervention plans using the results of functional assessment.

It provides an excellent example of a method to track and evaluate the development of a behavior support and the necessary component steps for practical implementation. Participants will practice using the tool with case examples and leave the session with a copy of the tool. The FACTS is a two-page interview used by school personnel who are building behavior support plans for tertiary level supports.

The FACTS is completed by people teachers, family, clinicians who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. Efficiency and effectiveness in completing the forms increases with practice. These tools may support you in conducting functional behavior assessments and progress monitoring intervention efforts.

From single incidents to a years worth of behavior journals; we hope we can help you in organizing and interpreting information that will lead to a supportive and effective intervention. Solve serious behavior challenges in K—8 classrooms with this easy-to-use book, the first practical guide to the research-proven Prevent-Teach-Reinforce PTR model. This is a form that could be used to record the "Antecedent-Behavior-Consequence's" during a behavioral observation. DBR Connect is a behavioral assessment that can be used to screen at-risk students and monitor their behavior before, during, and after an intervention is implemented.

Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Supports, 5, — This article proposes a framework for expanding the traditional presentation of wraparound and FBA to a view wraparound and FBA as concepts that are inextricably linked at the core of each level of the proactive systemic process of PBS and b understand how wraparound and FBA are critical features of prevention as well as intervention for creating safer schools for all students.

This guide is designed to train school-based personnel with flexible roles in a school to conduct practical functional behavioral assessments FBA. Behavior Support Team Planning Guide. Incorporates Competing Pathway Chart along with other planning tools for creating a positive and proactive intervention plan. The presentation provides critical features and practices of behavior intervention plans based on FBA. This additional resource shares various tips and tools for children with ADHD.

The presentation describes how the tertiary trainer of trainer system fits within Kansas. It also emphasizes how formative and summative evaluation is used to improve training and presents process for designing tools and data systems over 5 years. The presentation focuses on: 1 Current updates on guidelines for conducting functional behavioral assessments, 2 Use of the Competing Behavior Model as a framework for moving from FBA to Behavior Support Plan, and 3 Elements and format for writing, monitoring and adapting behavior support plans. The presentation describes assessment and action planning for community involvement at the state and district level and provides an example of interagency collaboration in Kansas.

General overreview of K-I tertiary demo project using RtI model and current implementation status. The presentation describe an individual positive behavior support process for use in the classroom and list factors impacting the effectiveness of an individual behavior support process. The presentation focuses on: 1 challenges faced in many schools, 2 research foundations, and 3 examples of reward use at all grade levels.

It describes general features of wraparound and examples of implementation. Moreno, G. Preventing School Failure, 58 1 , The student population across U. Educators have historically had difficulties in distinguishing between cultural differences and genuine indicators of emotional and behavioral disorders. It is unfortunate that this difficulty has contributed to a disproportional representation of students from diverse backgrounds in the disability category of emotional and behavioral disorders. However, the functional behavioral assessment continues to serve as an effective process to better understand challenging behaviors, particularly when it is culturally attuned to the needs of diverse student populations.

The authors discuss the significance in meeting the needs of diverse populations, provide an overview of the functional behavioral assessment process, and present considerations in creating a culturally attuned functional behavioral assessment. Journal of Positive Behavior Interventions, 7 4. In this study, selected staff members from four elementary schools were trained in how to use the outcomes of an FBA to develop function-based intervention plans.

They then formed school-based intervention teams and served as facilitators for a total of 31 cases. The same cases also were distributed to three national FBA experts who selected interventions based on the identified function for each case. The number and type of selected intervention strategies were recorded and analyzed across cases. Comparisons between team and expert intervention strategy selection revealed that school-based personnel in this study were more likely to select punitive and exclusionary strategies, regardless of function.

Thus, in real-world school settings, the link between FBA and intervention is far more complex than has been recognized or discussed in the literature.

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Discussion focuses on possible explanations for the finding that school-based teams tend to gravitate toward more negative and exclusionary strategies, even when mediated by a trained FBA facilitator. Behavioral Disorders, 29 2 , Under the Individuals with Disabilities Education Act, schools have a legal obligation to conduct functional behavior assessments FBAs when developing intervention plans for students with disabilities whose behaviors lead their individualized education program teams to consider a change in educational placement, including suspension and expulsion.

However, FBA also holds significant promise as a procedure to be used proactively with students with behavioral challenges who are educated in part, or wholly, in general education classrooms. Unfortunately, current conceptualizations of FBA as a methodologically rigorous procedure pose significant and possibly insurmountable barriers to proactive implementation in general education settings.

The authors analyze these barriers through a targeted review of the literature, an examination of how the characteristics of general education settings promote the use of less demanding FBA methodologies, and a consideration of situations in which certain FBA procedures generally are contraindicated. Finally, they advocate an active research agenda that is responsive to the particular challenges of public school settings and FBA students with and at risk for mild disabilities.

Preventing School Failure, 50 1 , Functional behavior assessment FBA is an integral component of a positive behavior support approach to preventing problem behavior across all students in the school. As primary prevention, FBA is a collaborative school-wide practice to predict common problems and to develop school-wide interventions. As secondary prevention, FBA involves simple and realistic team-driven assessment and intervention strategies aimed at students with mildly challenging behaviors.

As tertiary prevention, FBA is complex, time-consuming, and rigorous--aimed at students for whom all previous intervention attempts have been unsuccessful. Whereas the concepts of prediction, function, and prevention remain constant at all levels of positive behavior support, the considerations for and form of FBA may vary greatly. The authors present the application of FBA practices at each of the three levels of a system of positive behavior support. Journal of Positive Behavior Interventions, 10 1 , With the recent increase in the use of functional behavior assessment FBA in school settings, there has been an emphasis in practice on the development and use of effective, efficient methods of conducting FBAs, particularly indirect assessment tools such as interviews.

There are both benefits and drawbacks to these tools, and their technical adequacy is often unknown. This article presents a framework for assessing the measurement properties of FBA interview tools and uses this framework to assess evidence for reliability and validity of one interview tool, the Functional Assessment Checklist.

Results derived from 10 research studies using the FACTS indicate strong evidence of test-retest reliability and interobserver agreement, moderate to strong evidence of convergent validity with direct observation and functional analysis procedures, strong evidence of treatment utility, and strong evidence of social validity. Results are discussed in terms of future validation research for FBA methods and tools. Function-based intervention planning: Comparing the effectiveness of FBA: Indicated and contra-indicated intervention plans, Journal of Positive Behavior Interventions, 7 4 , Functional behavioral assessment FBA has been suggested for facilitating the development and effectiveness of behavior intervention plans.

In this study, the researchers examined whether behavior intervention plans based on FBA information function-based were more effective than behavior intervention plans not based on FBA information non-function- based in affecting rates of problem behaviors displayed by two middle school students.

Single- subject ABCBC designs were used to demonstrate a functional relationship between student responding and function-based and non-function-based behavior intervention plans. Carter, D. Adding functional behavioral assessment to First Step to Success: A case study. Journal of Positive Behavior Interventions, 9 4 , First Step to Success is a manualized early intervention program with documented success in reducing the problem behavior of young children. Walker and colleagues are now engaged in analyses of variables that will increase the proportion of children for whom First Step is effective.

A possible enhancement to the First Step to Success protocol is the use of functional behavioral assessment and individualized, function-based behavior support.

The present analysis provides a case study with one 6-year-old student who received First Step to Success. Following the coaching phase of First Step, a reversal design was employed in which function-based features of behavior support were withdrawn and then re-implemented. Analysis of problem behavior and academic engagement data suggests that incorporation of function based features enhanced the impact of First Step to Success. Implications for modifications of the First Step protocol and future research are provided.

Burke, M. The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behaviors: Preliminary results from a single-case experiment. Learning Disability Quarterly, 26, This single-subject experiment explored the use of functional behavioral assessment to develop an intervention plan for a third-grade student with a learning disability, who exhibited high rates of problem behaviors during reading instruction.

A functional analysis of the subject's behaviors revealed a relation between his problem behaviors and the nature of the academic tasks presented during reading instruction. The results provide preliminary evidence to support the use of functional behavioral assessment to influence instructional planning designed to improve the behaviors of students who exhibit escape-maintained problem behaviors related to academic tasks. The results are of particular relevance as researchers continue to explore effective interventions that support students with learning disabilities.

Borgmeier, C. An evaluation of the predictive validity of confidence ratings in identifying accurate functional behavioral assessment hypothesis statements. Journal of Positive Behavior Interventions, 8 2 , Faced with limited resources, schools require tools that increase the accuracy and efficiency of functional behavioral assessment. Yarbrough and Carr provided evidence that informant confidence ratings of the likelihood of problem behavior in specific situations offered a promising tool for predicting the accuracy of function-based hypotheses developed from staff interviews.

The current study evaluated conditions in which a similar rating of informant confidence was effective in predicting the accuracy of functional assessment hypothesis statements. Nine students with problem behavior were identified, and functional behavioral assessment interviews with confidence scores were completed with 58 staff members. Between five and eight adults were interviewed about each student. Functional analyses were conducted to assess agreement with functional assessment hypotheses and the predictive value of confidence ratings.

Results suggested limitations to the general use of confidence ratings in distinguishing accurate from inaccurate functional hypotheses across school staff with a broad range of contact with the target student. Blair, K. Early Childhood Special Education, 27 3 , In the current investigation, the processes of functional assessment and function-based intervention were used to resolve the severe challenging behaviors of a boy with autism and mental retardation in an inclusive kindergarten in South Korea.

A multicomponent intervention was developed in collaboration with classroom personnel and was implemented entirely by the teacher and an aide in the context of a multiple-baseline-across-activities experimental design. Results were empirical validation of hypotheses derived from the functional assessment, as well as lower levels of challenging behaviors and increased rates of appropriate behaviors associated with the intervention. Positive interactions with a designated classroom peer and with the teacher also increased.

The findings are discussed as contributions to the growing literature on functional assessment and function-based supports and the importance of promoting successful inclusive experiences for young children with disabilities. Benazzi, L. Effects of behavior support team composition on the technical adequacy and contextual fit of behavior support plans.

The Journal of Special Education, 40 3 , This study examined how the composition of a behavior support team affected use of assessment information in the design of behavior support plans. Fifty-eight school personnel on 12 behavior support teams from typical elementary schools and 6 behavior specialists participated in the study. Vignettes describing hypothetical students with functional behavior assessment outcome information were used to develop 36 behavior support plans 12 by teams alone, 12 by specialists alone, and 12 by teams with specialists.

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Results were assessed by 3 expert behavior analysts for technical adequacy and by all 64 team members for contextual fit. Technical adequacy tended to be rated high if specialists alone or teams including a specialist designed the plan. Contextual fit tended to be rated high when teams alone or teams including a specialist designed the plan. Team members ranked plans developed by the team alone and plans developed by the team with a specialist as preferred for implementation over plans developed by a specialist alone.

Implications for the selection of behavior support team membership are discussed. Journal of Behavioral Education, 14 1 , Although functional behavior assessment FBA has been widely recognized as a promising practice for providing proactive interventions with students exhibiting challenging behaviors in typical schools, questions persist as to how FBA should best be trained and used in such public settings. Debate has balanced the issue of what is practical for public school personnel and whether FBA can ever reach that level of practicality while maintaining a level of integrity necessary to be a valid technology for behavior intervention.

This paper presents a descriptive analysis of the perceptions and practices of 13 school-based FBA teams that included one or more members who received a 1-day workshop on FBA. Teams were asked to respond to a brief questionnaire regarding their perceptions of the process, what information they found useful, and how that information was used.

Results indicate several problem issues and barriers that must be addressed before team-based FBA is widely advocated and practiced in public school settings. Sample team responses and discussion of future directions are included. Sansosti, F. A research synthesis of social story interventions for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19 4 , Recent trends in the frequency of diagnoses and special education referrals for children with autism spectrum disorders necessitate the demand for evidence-based educa- tional practices.

Specifically, information related to improving social communication and social behavior domains in classrooms is needed. One method that is increasingly suggested for teaching social skills to children with autism spectrum disorders is the use of Social Stories. Although the rationale behind Social Stories is strong, little research exists examining the effectiveness of Social Story interventions for children with autism spectrum disorders. This article offers a synthesis of the available research regarding Social Stories and their effectiveness for educating children with autism spectrum disorders.

In addition, future directions for research and implications for educators are provided. Newcomer, L. Journal of Emotional and Behavioral Disorders, 12 3 , This study investigated a the efficacy of using descriptive and experimental assessment methodologies to generate hypotheses regarding the function of problem behavior and b the efficiency and efficacy of function-based interventions compared to traditional intervention approaches that focus on the topography of behavior.

Functional assessments were conducted with three elementary school students identified as at risk for failure due to problem behavior. Agreement among indirect measures, direct observation, and experimental manipulation of environmental variables supports the value of using convergent data from indirect assessment methods to develop valid hypotheses. In addition, behavioral interventions based on functional assessment were found to be more effective than alternative intervention approaches across all three case studies.

Implications, study limitations, and future research directions are discussed. Focus on Autism and Other Developmental Disabilities, 16 4 , Discussion of family involvement in functional assessment FA with individuals who have autism or related disabilities first provides a rationale for family involvement, then reviews the literature and offers guidelines including: recognize, respect, and accommodate families' individuality; create a context for family centered participation; take a comprehensive perspective; and develop and maintain a team partnership. This tool is used to review and score intensive person centered and positive behavior support plans.

The critical features met are summarized and reported for training and evaluation purposes. This is a pathway chart that allows individuals to the "A-B-C" of behavior. This is a workbook format for anyone working with children who exhibit target behaviors. It takes the learner through ten days of data using an ABC data collection tool, uses competing pathways charts, and teaches how to look for the function of the behavior.

Horner, R.