Abstract
A recommended component of comprehensive behavior support in schools is a targeted intervention designed to efficiently and effectively meet the support needs of students who are not responding to preventive schoolwide intervention strategies (Sugai, Horner et al., 2000; Walker et al., 1996). This study provides a fine-grained analysis using a multiple baseline across students design with the targeted intervention as the independent variable, and both classroom problem behavior and academic engagement as dependent variables. The multiple baseline analysis documents a modest functional relationship between implementation of the intervention and reduction in problem behavior. Implications for the design of behavior support in schools and the development of future research are provided.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Broussard, C. & Northup, J. (1997). The use of functional analysis to develop peer interventions for disruptive classroom behavior. School Psychology Quarterly, 12(11), 65-76.
Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., Smith, C. E., & Mclaughlin, D. M. (1999). Comprehensive multisituational intervention for problem behavior in the community: Longterm maintenance and social validation. Journal of Positive Behavior Interventions, 1, 5-25.
Colvin, G., Kame 'enui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconcep-tualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.
Crone, D.A., & Horner, R.H. (In press). Building the capacity to implement functional behavioral assessment in schools: A practical guide to function-based support. New York: Guilford.
Crone, D. A. & Horner, R. H. (1999–2000). Contextual, conceptual, and empirical foundations of functional behavioral assessment in schools. Exceptionality, 8(3), 161-172.
Crone, D. A. & Horner, R. H. & Hawken, L. (2001). The Behavior Education Program (BEP) Handbook: A School's Systematic Guide to Responding to Chronic Problem Behavior. Manuscript in preparation.
Didden, R., Duker, P.C., & Korzilius, H. (1997). Meta-analytic study on treatment effectiveness for problem behaviors with individuals who have mental retardation. American Journal on Mental Retardation, 101, 387-399.
Dougherty, E. H., & Dougherty, A. (1977). The daily report card: A simplified and flexible package for classroom behavior management. Psychology in the Schools, 14(2), 191-195.
Elliot, D.S, Hamburg, B.A., & Williams, K.R. (1998). Violence in American schools: A new perspective. New York: Cambridge University Press
Fairchild, T. N. (1987). The daily report card. Teaching Exceptional Children, 19(2), 72-73.
Horner, R. H., Albin, R. W., Sprague, J. R., & Todd, A. W. (1999). Positive behavior support. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities, (5th ed.) (pp. 207-243). Upper Saddle River, NJ: Merrill-Prentice-Hall.
Ingram, K. (2002). Comparing effectiveness of intervention strategies that are based on functional behavioral assessment information and those that are contra-indicated by the assessment. Unpublished dissertation. Eugene, OR: University of Oregon.
Lee, Y., Sugai, G., & Horner, R. (1999). Effect of component skill instruction on math performance and on-task, problem, and off-task behavior of students with emotional and behavioral disorders. Journal of Positive Behavioral Interventions, 1, 195-204.
Lewis, T. J., & Sugai, G. (1999a). Effective behavior support: A systems approach to proactive school-wide management. Effective School Practices, 17(4), 47-53.
Lewis, T. J., & Sugai, G. (1999b). Safe schools: School-wide discipline practices (pp. 47). Virginia: U.S.: ERIC Document Reproduction Service No. 435 158.
Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459.
Long, N., & Edwards, M. (1994). The use of a daily report card to address children's school behavior problems. Contemporary Education, 65(3), 152-155.
March, R. E. & Horner, R.H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10(3), 158-170.
March, R., Lewis-Palmer, L., Brown, D., Crone, D., Todd, A.W., & Carr, E. (2000). Functional assessment checklist for teachers and staff (FACTS). Educational and Community Supports. University of Oregon: Eugene, Oregon.
Nelson, J.R., Martella, R., & Galand, B. (1998). The effects of teaching school expectations and establishing consistent consequences on formal office disciplinary actions. Journal of Emotional and Behavioral Disorders, 6(3), 153-161.
Nelson, J.R., Martella R.M., & Marchand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavioral Disorders 10 (3), 136-148.
Nelson, J.R., Roberts, M., & Smith, D.J. (1999). Conducting functional behavioral assessments in school settings: A practical guide. Denver: Sopris West.
O'Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., & Sprague, J. R. (1997). Functional analysis of problem behavior: A practical assessment guide (2nd ed.). Pacific Grove, CA: Brookes/Cole.
Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65(1), 7-21.
Sprague, J., Walker, H., Golly, A., White, K., Meyers, D., & Shannon, T. (2001). Translating research into effective practice: The effects of a universal staff and student intervention on indicators of discipline and school safety. Education and Treatment of Children, 24(4), 495-511.
Sugai, G., & Horner, R.H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24(1/2), 23-50.
Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull III, H. R., Wickham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131-143.
Sugai, G., Lewis-Palmer, T., Hagan-Burke, S. (1999–2000). Overview of the functional assessment process. Exceptionality, 8(3), 149-160.
Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R. H., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112.
Vollmer, T. R., & Northrup, J. (1996). Some implications of functional analysis for school psychology. School Psychology Quarterly, 11, 76-92.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D. & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.
Warberg, A., George, N., Brown, D., Churan, K., & Taylor-Greene, S. (1995). Behavior Education Plan Handbook. Elmira, Oregon: Fern Ridge Middle School.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Hawken, L.S., Horner, R.H. Evaluation of a Targeted Intervention Within a Schoolwide System of Behavior Support. Journal of Behavioral Education 12, 225–240 (2003). https://doi.org/10.1023/A:1025512411930
Issue Date:
DOI: https://doi.org/10.1023/A:1025512411930