Select individualized FBA-based intervention components matched to each student's assessed behavior function¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Across the reviewed studies, "Different FBA-based interventions were identified for each student" rather than a fixed treatment package. Reported approaches include "student self-monitoring, modifications to the proximity of peers and teachers, peer support, teacher attention, and modifications to assignments", as well as reinforcement and curricular modifications. The strategy is to first assess the function of the student's problem behavior, then select or develop the intervention procedure from that information, implementing it with the individual student in one-on-one, small-group, or whole-classroom contexts.

Design Implications¶

Context¶

Requirements¶

• An FBA must be conducted first to identify the function of at least one student's problem behavior before selecting the intervention.

Constraints¶

• The report states the FBA-based interventions for each student did vary, so no single component set is validated in isolation.

Target Learners¶

• Children identified with or at risk for an emotional disturbance, ages 5 to 18

Target Learning Goals¶

• Reducing disruptive, off-task, and noncompliant behavior and increasing school engagement

Related Strategies¶

• Functional Behavior Assessment
• Functional Behavioral Assessment

Examples¶

-

Key Sources¶

• What Works Clearinghouse, U.S. Department of Education. (2016). Functional Behavioral Assessment-based Interventions: Children Identified With or At Risk for an Emotional Disturbance. WWC Intervention Report. https://ies.ed.gov/ncee/wwc/InterventionReport/667