The Effectiveness of Function-Based Interventions in Inclusive Classrooms of Elementary Schools
Both at-risk students and students with disabilities have been jeopardized with their continued placements in inclusive classrooms because of the ongoing challenging behaviors. The evidence-based practice to deal with challenging behaviors involves the implementation of functional behavior assessmen...
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| Format: | Text |
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The Repository at St. Cloud State
2020
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| Online Access: | https://repository.stcloudstate.edu/sped_etds/86 https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1104&context=sped_etds |
| Summary: | Both at-risk students and students with disabilities have been jeopardized with their continued placements in inclusive classrooms because of the ongoing challenging behaviors. The evidence-based practice to deal with challenging behaviors involves the implementation of functional behavior assessments (FBAs) and function-based interventions (FBIs) in school settings. The types of interventions in this starred paper are categorized as antecedent-based, consequence-based, and multi-component interventions. All twelve studies were conducted in elementary schools in the United States except for two studies (i.e., South Korea and Iceland). Participants ranged in the grade levels from kindergarten to sixth grade. The findings of these studies supported that the implementation of FBIs derived from information of FBAs resulted in decreasing challenging behaviors or increasing appropriate behaviors for at-risk students and students with disabilities in inclusive classrooms of elementary schools. |
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