Function-Based Intervention in Inclusive School Settings: A Meta-Analysis

Virginia L. Walker · Yun-Ching Chung · Lauren Kravetz Bonnet

68 citations0/0 files storedJournal of Positive Behavior Interventions

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Education Discipline and Inequality

Abstract

The purpose of this meta-analysis was to summarize single-case intervention research studies in which students with disabilities received function-based intervention (FBI) within inclusive school settings to address challenging behavior. A total of 27 studies were identified and systematically reviewed to determine the overall effect of FBI on challenging and appropriate behavior and whether study characteristics moderated intervention outcomes. In addition, we summarized the following: (a) characteristics of study participants and settings, (b) characteristics of FBI applied within the studies, and (c) quality of the studies. Overall, FBI led to improved behavior in a variety of inclusive school settings. Interventions delivered after a teacher-administered functional behavior assessment and within the context of a whole group instructional arrangement resulted in significant reductions in challenging behavior and improvements in appropriate behavior, respectively. Implications for practice, future directions for research, and limitations are described.

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2019The Handbook of Research Synthesis and Meta-Analysis 2011Combining Nonoverlap and Trend for Single-Case Research: Tau-U 2010Single-Case Designs Technical Documentation.2006Introduction to response to intervention: What, why, and how valid is it?2008An Improved Effect Size for Single-Case Research: Nonoverlap of All Pairs 1982Toward a functional analysis of self-injury 1987The Quantitative Synthesis of Single-Subject Research 2006A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support

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2019Comparing Functional Behavior Assessment-Based Interventions and Non-functional Behavior Assessment-Based Interventions: A Systematic Review of Outcomes and Methodological Quality of Studies 2020A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings

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