Feasibility and Contributions of Functional Behavioral Assessment in Schools

By Robert E. March, R. Horner. 2002

252 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a64b1d99096f382bb34277ca559e845b0bec1b40

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Citations in the corpus

The Effects of a Targeted Intervention to Reduce Problem Behaviors (2008, background): “…systems have documented success (Condon & Tobin, 2001; Davies & McLaughlin, 1989; Dougherty & Dougherty, 1977; Hawken & Horner, 2003; Fairchild, 1983; Schumaker, et al., 1977; Stein, 1999), especially for children who engage in problem behaviors maintained by adult attention (March & Horner, 2002).”
Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior (2009, background): “March and Horner (2002) provided initial descriptive evidence that response to a Check-In/Check-Out intervention was moderated by function of problem behavior.”
Establishing Research-Based Trajectories of Office Discipline Referrals for Individual Students (2010, methodology): “Research has identified how patterns of ODRs can be used to indicate a hypothesized behavioral function (March & Horner, 2002; McIntosh, Horner, Chard, Dickey, & Braun, 2008; Stage et al., 2006).”
An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools (2009, methodology): “…as evidenced by addressing the two components (repeated measurement and established pattern description) constituting the quality indicator (Gunter et al., 1993; Knapczyk, 1988, 1992; Liaupsin et al., 2006; March & Horner, 2002; Penno et al., 331Exceptional Children 2000; Smith & Sugai, 2000).”
Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design (2011, methodology): “…CICO programs; students whose behavior functioned to escape aversive situations were less likely to respond to the CICO intervention than students whose behavior functioned to obtain positive reinforcement (e.g., adult attention; McIntosh, Campbell, Carter, & Dickey, 2009; March & Horner, 2002).”
The School-Wide Evaluation Tool (SET) (2004, background): “More efficient approaches are required for responding to the needs of students who are at risk for developing chronic patterns of problem behavior (Hawken & Horner, in press; March & Horner, 2002).”
A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention (2014, background): “Components Lane et al. (2002) March and Horner (2002)a Hawken and Horner (2003) Lane et al. (2003) Treatment integrity (Tier 1) Not reported Not reported Not reported Not reported Method of measurement NA NA NA NA Gender Male = 4, female = 3 Male = 20, female = 4 Male = 4 Male = 5, female = 2…”
Evaluation of a Targeted Intervention Within a Schoolwide System of Behavior Support (2003, methodology): “ March and Horner (2002) hypothesize that the BEP will be most effective for students who engage in problem behavior that is maintained by peer or adult attention, and for whom adult attention is a functional reinforcer.”
What We Know and Need to Know about Preventing Problem Behavior in Schools (2008, background): “Students with serious problem behavior can benefit from positive behavioral interventions that are based on information from functional behavior assessments ( Fairbanks, Sugai, Guardino, & Lathrop, 2007 ; Ingram, Lewis-Palmer, & Sugai, 2005 ; March & Horner, 2002 ; Newcomer & Lewis, 2003 ; Todd,”
Tier Two Interventions Implemented within the Context of a Tiered Prevention Framework (2011, methodology): “March and Horner (2002) designed a two part investigation to examine the effects of BEP/C1CO for 24 middle school students and then used FBA results to modify the intervention for three students who did not demonstrate initial success. Later, Hawken and Horner (2003) examined the effects of BEP/CICO”
Examining the Evidence Base for School-Wide Positive Behavior Support (2010, unknown): “…between the implementation of CICO and a reduction in problem behavior (Campbell & Anderson, 2008; Crone et al., in press ; Hawken, 2006; Hawken & Horner, 2003; Hawken, MacLeod, & Rawlings, 2007; March & Horner, 2002; McCurdy, Kunsch, & Reibstein, 2007; Todd, Kaufman, Meyer, & Horner, 2008)”
From FBA To Implementation: A Look At What Is Actually Being Delivered (2007, background): “Universal interventions (Tier 1) have shown some success (Office of Special Education Programs, 2002), and targeted interventions (Tier 2), a topic of current research, have begun to show promise (Bohanon, et al., 2006; Hawken, 2006; Lane, et al., 2003; March & Horner, 2002).”