Function-Based Intervention in Inclusive School Settings: A Meta-Analysis
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| Title: | Function-Based Intervention in Inclusive School Settings: A Meta-Analysis |
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| Language: | English |
| Authors: | Walker, Virginia L., Chung, Yun-Ching, Bonnet, Lauren K. |
| Source: | Journal of Positive Behavior Interventions. Oct 2018 20(4):203-216. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education |
| Descriptors: | Inclusion, Disabilities, Functional Behavioral Assessment, Behavior Modification, Behavior Problems, Intervention, Student Behavior, Early Childhood Education, Elementary Education, Elementary School Students, Preschool Children |
| DOI: | 10.1177/1098300717718350 |
| ISSN: | 1098-3007 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 70 |
| Entry Date: | 2018 |
| Accession Number: | EJ1191251 |
| Database: | ERIC |
| 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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| ISSN: | 1098-3007 |
| DOI: | 10.1177/1098300717718350 |
