This research examined the relation between students' preferences for curricular activities and the occurrence of problem and desirable behaviors in 3 students with moderate intellectual disabilities. Activity preference was determined with a systematic assessment procedure. Subsequently, the influence of activity preference on student behavior was evaluated using a reversal design. Results showed that preferred activities were associated with reduced levels ofproblem behavior and increased levels of desirable behaviors. The findings of this investigation contribute to the applied literature on activity preference and suggest directions for future research in the areas of curriculum design, preference, and curricular modifications as a viable behavior-management strategy.DESCRIPTORS: preferred activities, problem behavior, preferenceThe use of preferred stimuli and the provision of opportunities to make choices are increasingly acknowledged as motivational factors in skill acquisition. These factors have been associated with improved task performance (Mithaug & Mar, 1980;Parsons, Reid, Reynolds, & Bumgarner, 1990), increases in spontaneous speech (Dyer, 1987;Peck, 1985), and gains in response accuracy (Pace, Ivancic, Edwards, Iwata, & Page, 1985).There is limited but growing evidence that these strategies can also be used as management tools for preventing and reducing problem behaviors (CooThis investigation was supported by Student-Initiated Research Grant HB023B10059 from the U.S. Department of Education (Office of Special Education Programs) and Cooperative Agreements G0087C0234 and H133B2004 from the U.S. Department of Education (National Institute on Disability and Rehabilitation Research). Opinions expressed in this manuscript are those of the authors and no official endorsement should be inferred. The authors acknowledge Jim Forristal, Leslie Morris, Steve Eichhorn, and the teachers and staff of Dover Exceptional Student Center in Dover, Florida, for their invaluable assistance, flexibility, and collaboration during this project. We also acknowledge the exceptional data collection efforts of Denise

Recent changes in social policy are having a significant impact on the delivery of human services. At the same time, multiple factors are placing children and their families at increased risk for negative outcomes. In the midst of this turmoil, early childhood special educators must remain committed to a family-focused philosophy that has the potential to improve the quality of life for children with disabilities and their families. This article discusses six principles associated with strength-based approaches to family support: a philosophy based on family strength; a partnership approach to service provision; a family-centered, familydriven agenda; an individualized response to family needs and capacities; a broad-based, comprehensive view of family development; and an assessment of outcomes based on family functioning and the quality of life of family members. Challenges in implementing strength-based, family support approaches for families with multiple risks are discussed and implications for policy and research are presented.Recent changes in social policy are having a significant impact on the delivery of human services. Among these changes are the restructuring of the health and behavioral health-care systems as a result of managed care and Medicaid waiver programs, the decreased role of the federal government in the funding of social service systems, the implementation of welfare reform packages, the call for "leveraging" of funds among service agencies, and the increased emphasis on outcome measures and performance-based budgeting methods. Each of these policies has been developed in an effort to

In this study, we examined the contribution of the extinction procedure in function-based interventions implemented in the general education classrooms of three at-risk elementary-aged students. Function-based interventions included antecedent adjustments, reinforcement procedures, and function-matched extinction procedures. Using a combined ABC and reversal phase design (A-B-A-B-C-B), a functional relation between the full intervention and dramatically improved levels of on-task behavior were clearly established. On removal of the extinction procedure, on-task behavior rapidly dropped to lower levels. Reinstatement of the full intervention occurred following the partial intervention condition. In every case, on-task levels rapidly improved. Using the Intervention Rating Profile–15 and Children’s Intervention Rating Profile, acceptability ratings were highest for full intervention. Limitations and implications for further research are presented.

Using the five intervention elements described by Dunlap et al. (2006) as a guide, the authors of this article reviewed the functional behavioral assessment (FBA) and function-based intervention research of the past 17 years (1990-2007), focusing on a component analysis of FBA and function-based intervention procedures. Thirty-five studies were coded for FBA procedures, intervention procedures, routines and activities targeted for FBA or intervention maintenance, and generalization. Findings indicate that young children with challenging behavior have benefited from FBA and function-based interventions. However, despite identification of recommended FBA and function-based intervention practices (Dunlap et al., 2006), a variety of procedures were used, many lacking these important elements. More than half of the studies used analogue testing in a non-natural setting rather than testing the hypothesis in the natural environment. A limited number of studies included teachers and parents in the entire FBA and intervention process. Future directions are discussed.

A decision model was used to systematically construct function-based interventions for the disruptive behaviors of three young children (ages 3.75-4.75 years) receiving special education services in inclusive preschool settings. The study was conducted in three phases. In Part 1, descriptive functional behavioral assessments (FBAs) were conducted. Each FBA included structured interviews and direct observations that were used to identify the functions of target behaviors. In Part 2, function-based interventions were constructed for each participant. In Part 3, these interventions were implemented within ongoing activities in their preschool classrooms. The study covered nearly 9 weeks. Baseline and intervention were conducted for 17 sessions (nearly 6 weeks). Follow-up data were collected weekly for an additional 3 weeks. The interventions, when implemented correctly, produced dramatic improvements in the students' behavior. Implications for future research are discussed.