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UCSB Koegel Autism Center

Journal of

Positive Behavior Interventions

Volume 2, Number 4, Fall 2000
TABLE OF CONTENTS AND ABSTRACTS

Editorial
Glen Dunlap and Robert L. Koegel  

FEATURE ARTICLE:  

When Reinforcers for Problem Behavior Are Not Readily Apparent: Extending Functional Assessments to Complex Problem Behaviors  
Craig H. Kennedy  

The goal of funtional assessment is to identify events associated with problem behavior. Once these variables are identified, support plans can be based on the events associated with behavioral maintenance. However, in some cases no event is identified as causing problem behavior. Such inconclusive results are a concern because without the identification of events maintaining responding, the basis for intervention is unclear. This article proposes a five-level process for assessing the conditions maintaining problem behavior when social reinforcers are not initially identified. The assessment sequence studies those aspects of the response-reinforcer topography that appear most available to social manipulation in order to discover previously unidentified sources of reinforcement. Such an approach may help extend functional assessments to instances of problem behavior that currently defy identification, and increase the percentage of functional assessments that result in successful outcomes.

COMMENTARIES  

Strategies for Clarifying Ambiguous Functional Analysis Outcomes: Comments on Kennedy
Raymond G. Miltenberger  

Reconceptualizing Functional Assessment Failures: Comments on Kennedy
Edward G. Carr    

ARTICLES  

A Self-Management Functional Assessment-Based Behavior Support Plan for a Middle School Student with EBD  
Benjamin W. Smith and George Sugai 

The purpose of this study was to examine the effect of a functional assessment-based self-management strategy on the problem classroom behavior fo a seventh-grade student identified as having emotional and/or behavioral disorders. On the basis of data obtained from functional assessment interviews and direct obeservations, the student was taught a self-management strategy that consisted of self-recording work completion and appropriate hand raising, self-instruction on "keeping his cool," and self-recruitment of adult attention. An ABAB design was used to evaluate the impact of the self-management package. The results indicated that the self-management package was associated with increases in work completion and percentage of intervals on-task behavior, as well as decreases in percentage of intervals of talk-outs.

Public Policy Foundations for Positive Behavioral Interventions, Strategies, and Supports  
H. Rutherford Turnbull III, Brennan L. Wilcox, Matthew Stowe, Carolyn Raper, and Laura Penny Hedges 

This article examines precedents that justify Congress in creating a preference for positive behavioral interventions, strategies, and supports over other interventions in the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA). The authors concluded that the IDEA 1997 provisions are warranted by several well established precedents based in constitutional law, in the right to treatment and the right to education cases, in moral philosophy, and in democratic-government philosophy.

FORUM  

School-Wide Behavior Support: An Emerging Initiative
Robert H. Horner and George Sugai

Durable Implementation of School_Wide Behavior Support: The High Five Program
Susan J. Taylor-Greene and Douglas T. Kartub

Effective Behavior Support Implementation at the District Level: Tigard Tualatin School District
Carol Sadler

School-Wide Behavior Support Through District-Level System Change
Marilyn Nersesian, Anne W. Todd, John Lehmann, and Jim Watson

Data-Based Decision Making in Hawaii's Behavior Support Effort
Jean Nakasato

Sustaining Effective Behavior Support Systems in Elementary School
Geoff Colvin and Elizabeth Fernandez