Lynnette Christensen

Behavioral Intervention Planning: Increasing Appropriate Behavior of a Socially Withdrawn Student.

This study examined the effects of an assessment-based intervention plan on the appropriate classroom behavior of a socially withdrawn, Hispanic, learning disabled, third grade student. The study focused on (1) the effects of peer mediation as part of a behavioral intervention package of empirically validated components, (2) the effects of aligning assessment data to the BIP, and (3) the social validity of the assessment and intervention process. Three major strategies linked directly to assessment outcomes were worked into a behavioral intervention plan for the socially withdrawn child in the study: social skill development, self-management including positive reinforcement, and peer mediation. A single subject ABAB withdrawal design was used to evaluate the intervention. The socially withdrawn student showed immediate marked improvement in socially appropriate classroom behavior and completion of his academic work. Treatment gains maintained over time as reinforcement was thinned out. Social validity evaluation included social comparison (i.e., normative sample) and subjective evaluation by the teacher, student and peer through questionnaire data, with special consideration given to the degree of usability.

Training Elementary School General Educators to Implement Function-Based Support

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.

Effects of a Tier 3 Self-Management Intervention Implemented with and without Treatment Integrity

This study investigated the effects of a Tier 3 peer-matching self-management intervention on two elementary school students who had previously been less responsive to Tier 1 and Tier 2 interventions. The Tier 3 self-management intervention, which was implemented in the general education classrooms, included daily electronic communication between the teachers and the children’s parents. Results indicated that this intervention effectively reduced disruptive behaviors and increased total engagement when implemented with integrity; without integrity results were variable.

Preventing Antisocial Behavior and Delinquency: A Comprehensive School-wide Approach

This article describes a prevention approach designed to produce system improvement by training school-based teams to gather and respond to data to prevent antisocial behavior and delinquency. This comprehensive approach includes: (1) ensuring that the school has supportive administrative leadership, along with commitment and buy-in from faculty and staff; (2) providing high-quality needs-based professional development; (3) using academic and behavioral screening to identify at-risk youth; (4) using data systems and data-based decision-making practices; (5) using evidence-based strategies such as response to intervention or positive-behavior support; (6) integrating programs and planning into regular school operations through professional learning communities; and (7) implementing continuous program evaluation and modification. This approach combines research on best practices in delinquency prevention with the goal of increasing the capacity of school personnel to provide sustainable benefits to the organization and its students.