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Publisher Description

Abstract Function-based support (FBS) is an intervention strategy aimed at decreasing problem behaviors and increasing replacement behaviors via functional behavioral assessment and behavioral intervention planning. Although FBS is considered best practice for behavioral interventions in school settings, it is not mandated for students without disabilities and students with unidentified disabilities exhibiting problem behavior. Thus, many of these students receive inadequate interventions or none at all. Considering this context, this study investigated the effects of training elementary school general educators to independently implement FBS as a prereferral intervention. Results from four participating teachers and students suggest this may be a pragmatic and moderately effective practice. Confounds and limitations, as well as future directions for research and practice, are explored herein.

GENRE
Professional & Technical
RELEASED
2008
November 1
LANGUAGE
EN
English
LENGTH
33
Pages
PUBLISHER
West Virginia University Press, University of West Virginia
SELLER
The Gale Group, Inc., a Delaware corporation and an affiliate of Cengage Learning, Inc.
SIZE
241.4
KB

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