Transitions between daily activities can occasion or elicit problem behavior in individuals with intellectual and developmental disabilities (IDD). Providing advance notice to signal an upcoming transition is a common practice in early and special education settings (e.g., Riffel 2010;Sandall et al. 2005). While the literature contains many demonstrations of the efficacy of various advance notice procedures, other studies have shown negative results. Practitioners are faced with the challenge of deciding whether advance notice is a viable treatment option for transition-related problem behavior in light of these contradictory findings. To assist the practitioner in this decision-making process, we provide a brief review of the advance notice literature, concentrating on the studies reporting that advance notice is ineffective at reducing transition-related problems. The goal is to provide practitioners with a better understanding of the environmental conditions under which advance notice is likely to be ineffective at decreasing problem behavior as well as the conditions under which it can be effective at reducing transition-related problem behavior. Discriminating these conditions may yield a useful set of practice guidelines for deciding when advance notice is a viable treatment option for decreasing transitionrelated problem behavior.Keywords Advance notice . Vocal notification . Transition-related problem behavior . Self-injury . Tantrums . Noncompliance . Autism . Intellectual and developmental disabilities . Preschoolers . Translational research . Unpredictable transitions . Rich-lean transitions . Negative incentive shiftsTransitions between activities can account for a significant proportion of teaching time in school settings (see Sainato et al. (1987) and are a ubiquitous feature of normal, everyday life. Activity transitions involve stopping the current activity and engaging in a new activity. Orderly and timely transitions are important to maintain a successful educational setting, and the ability to move from activity to activity is a major factor for independent living for persons with intellectual and developmental disabilities (IDD) such as autism.Transitions can be a major source of problem behavior (e.g., self-injury, tantrums) in individuals with IDD (Schmit et al. 2000) and typically developing children (e.g., Riffel 2010). Severe problem behaviors such as self-injurious behaviors (SIB) and aggression can pose serious harm to both the individual exhibiting problem behavior and others in the environment, and may lead to restriction of the individual's social and educational opportunities. In classroom settings, problem behaviors can increase the amount of time spent transitioning between activities. Self-injury and stereotypy can also be distracting to peers (Conroy et al. 2005), and noncompliance can severely disrupt the classroom. Time spent by teaching staff trying to cope with the problem behavior of one child or a small number of children during transitions within the classroom c...
The process of selecting, implementing, and scaling-up evidence-based practices is a major focus and difficult accomplishment for states. Renewed commitment to improving student outcomes has led directly to the need for effective practices implemented at scale. The funding decisions made at state, regional, and district levels remain a key to large-scale implementation of effective practices. In this article, we summarize the funding decisions of nine states that implemented School-Wide Positive Behavioral Interventions and Supports (SWPBIS) across at least 500 schools or 30% of the schools in the state. A survey about funding sources, funding levels, and funding decisions was completed by the key implementers in each state, and a follow-up interview was used to clarify and confirm initial information. The results indicate that different states used different funding approaches, but in general, funding of SWPBIS was provided predominantly through special education sources and that initial demonstrations led to larger scale implementation when state policy makers developed creative procedures for using multiple funding sources within a unified implementation effort. Implications for funding the scaling of evidence-based practices are discussed.
One pervasive social issue that has received little attention within the behavior-analytic community is racism and the systemic oppression of Black, Indigenous, and non-Black people of color. The present article offers guidance and examples of how each of us as behavior analysts might build individualized self-management behavior change plans that support initiating and sustaining socially significant antiracism work as we move from allies to accomplices within our own sphere of influence. This article introduces the concept of self-managed antiracism behavior change plans that (a) operationally define antiracist action using measurable outcomes and strategies for data collection on specific antiracist and support actions, (b) provide choices to improve engagement and reduce barriers to adherence, and (c) use effective behavioral interventions to alter the availability of discriminative stimuli or reduce their influence, and increase the availability of reinforcers that are compatible with the goal of the behavior change plan for increasing antiracism behavior and dismantling structures perpetuating racial inequities.
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