“…Research has shown function-based interventions to be more effective than interventions that do not take into account maintaining consequences of problem behavior (Bellone, Dufrene, Tingstrom, Olmi, & Barry, 2014;March & Horner, 2002). Also, function-based interventions have been found to effectively decrease behavior problems and/or increase task engagement of students in general education environments at different school levels: preschool (Blair, Fox, & Lentini, 2010;Blair, Umbreit, Dunlap, & Jung, 2007;Wood, Ferro, Umbreit, & Liaupsin, 2011), elementary school (Gage et al, 2012;Lane, Umbreit, & Beebe-Frankenberger, 1999;O'Neill & Stephenson, 2009;Petursdottir, 2011;Reid & Nelson, 2002), and high school (Lane, Kalberg, & Shepcaro, 2009;Majeika et al, 2011;Whitford, Liaupsin, Umbreit, & Ferro, 2013). Thus, function-based interventions can reduce the need for segregated placements and serve as useful tools for inclusion (Benazzi, Horner, & Good, 2006).…”