Systematic Function-Based Intervention for Adolescents with Emotional and Behavioral Disorders in an Alternative Setting: Broadening the Context

Abstract

Three adolescents (ages 14-17) with emotional and behavioral disorders displayed chronic disruptive behavior in their self-contained classrooms at a self-contained alternative school. A descriptive functional behavioral assessment was conducted for each student. Data from file review, structured interviews, and direct observations were used to identify the functions of their disruptive behaviors. Then, function-based interventions were systematically constructed for each student and implemented for an extended period (nearly 6 weeks) within the most problematic situation in their classrooms. The interventions improved each student's behavior and the effects maintained during follow-up and generalized to Instruction in a nonintervention classroom. Social validity data comparing the interventions to baseline practices revealed the function-based intervention had moderately higher social validity among teachers and substantially higher social validity among students.

Effectiveness and Social Validity of FBAs for Youth At-Risk or With High Incidence Disabilities: A Meta-Analysis

“…Some studies used fairly subjective terms such as aggression (n = 9) while others were more specific such as hitting (n = 5) and kicking (n = 6). Two studies targeted sexually explicit comments (Trussell, Lewis, & Raynor, 2016;Turton, Umbreit, & Mathur, 2011).…”

Incorporating Applied Behavior Analysis to Assess and Support Educators’ Treatment Integrity

“…Application of such an ABA approach has resulted in the development of a wide range of intervention procedures to enhance, reduce, and maintain socially significant behaviors for youth, in domains such as daily living skills (Eldevik et al., ; Makrygianni & Reed, ; Reichow & Wolery, ; Virués‐Ortega, ), speech and language development (Makrygianni & Reed, ; Reichow & Wolery, ; Virués‐Ortega, ), mental health disorders (Wetterneck & Woods, ; Whitton, Luiselli, & Donaldson, ; Woods & Luiselli, ), and problem behaviors (e.g., Fullerton, Conroy, & Correa, ; Kennedy & Jolivette, ; Trussell, Lewis, & Stichter, ; Turton, Umbreit, & Mathur, ). Similar to the myriad effective applications with youth, ABA has also been effectively applied to improve outcomes for adults with developmental disabilities (Faloon & Rehfeldt, ), mental health disorders (Wilder, Masuda, O'Connor, & Baham, ), and severe problem behavior (Matson & Jang, ).…”

“…Antecedent, behavior, consequence pathway for student and teacher behaviors. Reichow & Wolery, 2009;Virués-Ortega, 2010), mental health disorders (Wetterneck & Woods, 2006;Whitton, Luiselli, & Donaldson, 2006;Woods & Luiselli, 2007), and problem behaviors (e.g., Fullerton, Conroy, & Correa, 2009;Kennedy & Jolivette, 2008;Trussell, Lewis, & Stichter, 2008;Turton, Umbreit, & Mathur, 2011). Similar to the myriad effective applications with youth, ABA has also been effectively applied to improve outcomes for adults with developmental disabilities (Faloon & Rehfeldt, 2008), mental health disorders (Wilder, Masuda, O'Connor, & Baham, 2001), and severe problem behavior (Matson & Jang, 2014).…”

Functional Behavior Assessments and Behavior Intervention Plans: Legal Requirements and Professional Recommendations

“…The development of such function-based interventions has been effective in improving the behavioral outcomes of elementary aged students as well as adolescents with severe and chronic behavior challenges (Trussell et al, 2008;Turton, Umbreit, & Mathur, 2011).…”