When targeted behaviors are hypothesized to be automatically maintained, an extended assessment is often necessary to evaluate the impact of social contingencies and guide intervention selection. Elements that may be related to determining assessment outcome include observed characteristics of the behavior, type of sessions conducted, and the topography of targeted behavior. The present retrospective chart review analyzed these variables in 51 clients with developmental disabilities who were exposed to extended alone or ignore evaluations as part of a clinical admission. Findings indicate clinicians may conduct more sessions during extended assessments than previously reported. Level of behavior and pica as the presenting topography primarily drove determination of an automatic function. Session type and other topographies were not statistical predictors of assessment outcome. We discuss these findings with respect to balancing internal and social validity. We also present exploratory and statistically derived cut offs to consider when assessment length is constrained.

Students with disruptive behavior problems can contribute to loss of instruction time in the classroom and may cause irritation for peers. However, peers can serve as powerful change agents in the classroom. Promoting positive peer interactions is especially important for students with emotional and behavioral disorder (EBD). One effective approach to promote prosocial behaviors and support students with EBD is positive peer reporting. The use of positive peer reporting decreases negative interactions among peers by increasing prosocial behaviors. This column reviews the literature about this strategy, discusses the ways in which it can be adapted to best fit the needs of students, and provides guidance and recommendations for how to implement these approaches in an applied setting.

An ABAB design was used to analyze the effects of positive peer reporting plus a randomized dependent group contingency (PPR + DGC). This intervention package was implemented across three classrooms in an alternative school setting for students diagnosed with emotional and behavioral disorders. The DGC consisted of the teacher randomly choosing a student to watch throughout the 45‐min class period to determine if that student was following classroom rules. If so, the entire class earned a randomly selected reward at the end of class period. The intervention package also included two opportunities, one at the start and one at the end of class, for students to engage in positive reporting sessions. Results indicated an increase in engagement and a decrease in off‐task and disruptive behavior while the intervention was implemented. The effects on positive and negative peer statements were ultimately minimal throughout all classrooms and phases. Social validity data indicated that teachers found the intervention package to be easy to include in their daily routine and stated that they would continue using this intervention package in the future. Discussion focuses on implications for practice and the need for additional research examining the effects of positive peer reports on student behavior.