Reviewers analyzed studies published from 1990 to 2012 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. Coding of 30 studies included practitioner involvement in FBA and BIP processes, training received to conduct FBAs and implement BIPs, and social validity and treatment integrity data. Findings indicate that early childhood practitioners had a limited role in FBAs and BIPs. Practitioner training occurred more often for the BIP than for the FBA. 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. More than one half of the studies included social validity and/or treatment integrity measures.

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A significant number of young children exhibit challenging behaviors in preschool settings. A tiered framework of intervention has documented effectiveness in elementary and secondary schools, and recently has been extended to preschool settings. Although there is emerging research to support the effectiveness of Tier 1 (universal) and Tier 3 (intensive) interventions with young children, few studies have evaluated Tier 2 interventions. In this investigation, we examined the effects of the Turtle Technique, a Tier 2 self-control intervention, with three children ages 3 to 4 using a multiple baseline across participants design. In addition, we examined operational components of the intervention. Results showed reductions in behavior following intervention implementation; however, direct observations indicated that the children did not utilize overt techniques as taught. The findings imply that additional research is needed to determine the mechanisms responsible for behavior change as a result of the Turtle Technique.

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