Functional Behavioral Assessments and Intervention Plans in Early Intervention Settings

LaRocque, Michelle; Brown, Sharan E.; Johnson, Kurt

doi:10.1097/00001163-200113030-00010

Cited by 10 publications

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“…Families have expert knowledge about their children essential to program development (LaRocque, Brown, & Johnson, 2001). The family is the constant in a child's life, whereas service providers come and go; 2.…”

Section: Family-centered Carementioning

confidence: 99%

Walk a Mile in Their Shoes

Beatson¹

2008

Topics in Language Disorders

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Section: Family-centered Carementioning

confidence: 99%

Walk a Mile in Their Shoes

Beatson¹

2008

Topics in Language Disorders

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“…Challenging behaviors are a common problem in early childhood special education settings (Campbell, 1995;Eisenhower, Baker, & Blacher, 2005) and are likely to persist over time (Green, O'Reilly, Itchon, & Sigafoos, 2005). Early intervention for young children with challenging behaviors is critical for the prevention of long-term negative effects on the development of social and academic skills (LaRocque, Brown, & Johnson, 2001). Functional behavior assessent (FBA), and interventions based on the identified function of behavior are considered to be best practice for serving children that have behavioral concerns (Arndorfer & Miltenberger, 1993;Conroy, Davis, Fox, & Brown, 2002;DEC, 2007;Dunlap & Fox, 2011;Gresham, Watson, & Skinner 2001, LaRocque et al, 2001).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Using trial-based functional analysis to design effective interventions for students diagnosed with autism spectrum disorder.

Larkin

Hawkins

Collins

2016

School Psychology Quarterly

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Functional behavior assessments and function-based interventions are effective methods for addressing the challenging behaviors of children; however, traditional functional analysis has limitations that impact usability in applied settings. Trial-based functional analysis addresses concerns relating to the length of time, level of expertise required, and the contrived nature of functional analyses conducted in analogue settings. The current study expanded on previous research by assessing the function of challenging behaviors for 3 early childhood education students with autism spectrum disorder through trial-based functional analyses within an educational setting. The study also evaluated the outcomes of corresponding individualized function-based interventions for the students, all of which resulted in decreases in problem behaviors and increases in classroom engagement. Implications for practice include the feasibility of using trial-based functional analysis to inform intervention design within applied settings. (PsycINFO Database Record

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“…Without effective intervention, preschool children who demonstrate patterns of antisocial behavior are at risk for peer and teacher rejection, being removed from inclusive classrooms (LaRocque, Brown, & Johnson, 2001), developing serious behavioral and/or mental health concerns (Forness et al, 2000), drug and alcohol abuse, involvement in crime, school failure and dropout, domestic abuse, and dependency on social services (Campbell, 1994;Sprague & Walker, 2000;Walker & Kavanagh, 1998). It is the job of educators to help detect these early starters and divert their pathway from one of academic and social failure to one of success.…”

mentioning

confidence: 99%

“…Specifically, functional assessment procedures should be used in a preventive, proactive manner to interrupt the pattern of minor problem behavior before it escalates into a crisis situation resulting in possible expulsion from a program (Conroy & Davis, 2000;Conroy, Davis, & Fox, 2002;Scott, Liaupsin, Nelson, & McIntyre, 2005;Scott & Nelson, 1999). If global environmental and curricular approaches are not successful in preventing challenging behavior, early childhood developmentally appropriate practice and the Individuals with Disabilities Education Improvement Act (IDEIA, 2004) endorse the use of functional behavioral assessment (FBA) to create an intervention that addresses the specific function of the problem behavior (LaRocque et al, 2001;Sandall, McLean, & Smith, 2000;Walsh, Smith, & Taylor, 2000).…”

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confidence: 99%

Using Functional Behavior Assessment to Develop Behavior Interventions for Students in Head Start

McLaren

Nelson

2008

Journal of Positive Behavior Interventions

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A withdrawal design repeated across three children enrolled in two Head Start classrooms was used to investigate the effectiveness of functional assessment-based interventions to decrease inappropriate behavior. The two questions addressed in the study were (a) Will a behavior intervention plan based on functional behavior assessment conducted in the natural setting be effective in reducing inappropriate classroom behavior for young children? and (b) Will teachers perceive assessment-based interventions to be acceptable and feasible? Results indicated that the procedure yielded effective behavior interventions and teachers found the interventions socially valid. The use of functional assessment as a preventive and proactive strategy is discussed. Need for Early InterventionM uch of the current research related to children with emotional and behavioral disorders (EBD) has focused on the need for early identification of and early intervention for those who display challenging behaviors. Estimates for the number of children in early childhood programs who exhibit challenging behavior indicate that a significant proportion display such behaviors. Joseph and Strain (2003) report that 10% to 25% of young children from low-income families display challenging behaviors, and Webster-Stratton and Hammond (1998) report that as many as 35% of children from lowincome, welfare-dependent families could meet criteria for a behavior disorder. Nationally, numerous children are expelled from child care programs each year because of behavior problems (

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Functional Behavioral Assessments and Intervention Plans in Early Intervention Settings

Cited by 10 publications

References 0 publications

Walk a Mile in Their Shoes

Walk a Mile in Their Shoes

Using trial-based functional analysis to design effective interventions for students diagnosed with autism spectrum disorder.

Using Functional Behavior Assessment to Develop Behavior Interventions for Students in Head Start

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