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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
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
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  Data: Function-Based Intervention in Inclusive School Settings: A Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Walker%2C+Virginia+L%2E%22">Walker, Virginia L.</searchLink><br /><searchLink fieldCode="AR" term="%22Chung%2C+Yun-Ching%22">Chung, Yun-Ching</searchLink><br /><searchLink fieldCode="AR" term="%22Bonnet%2C+Lauren+K%2E%22">Bonnet, Lauren K.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. Oct 2018 20(4):203-216.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Behavioral+Assessment%22">Functional Behavioral Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink>
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  Data: 10.1177/1098300717718350
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  Data: 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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        Value: 10.1177/1098300717718350
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      – Text: English
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        PageCount: 14
        StartPage: 203
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      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Functional Behavioral Assessment
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      – SubjectFull: Behavior Modification
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Student Behavior
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Elementary Education
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Preschool Children
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      – TitleFull: Function-Based Intervention in Inclusive School Settings: A Meta-Analysis
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