This meta-analysis examined school-based intervention research based on functional behavioral assessment (FBA) to determine the effectiveness of key individualized positive behavior support (IPBS) practices in school settings. In all, 83 studies representing 145 participants were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Overall, FBA-based interventions were found to be equally effective across diverse student populations and educational settings, including inclusive classrooms. In terms of key IPBS practices, results indicated that team decision making during intervention planning led to significantly larger PNDs. Descriptive analysis revealed that there has been an increase in the use of IPBS practices in school-based FBA-based intervention research; however, some deficiencies were noted. Implications and recommendations for future research are discussed.

This qualitative interview study investigates the perceived barriers and enablers to implementing and sustaining individualized positive behavior supports (IPBS) by school-based team members across five stakeholder groups. The findings reveal specific factors across five broad themes: (a) school culture, (b) administrative leadership and support, (c) structure and use of time, (d) ongoing professional development, and (e) family and student involvement. The findings offer insight into the interconnectedness of factors that can interfere with or support IPBS in schools and suggest implications for practice and future research.

Identifying factors perceived to either hinder or support the implementation of individualized positive behavior interventions and supports (IPBIS) is essential for promoting sustainable practice. This survey study examined the extent to which schoolbased professionals (n = 293) experienced barriers and enablers and examined their perceived level of impact on hindering or supporting the implementation of IPBIS in schools. Results indicated that the most problematic barriers were also the most experienced by respondents and consisted of factors largely related to beliefs, time, and training. Most professionals reported enablers to provide moderate to substantial support, but few were frequently experienced by respondents in schools. Professionals serving as IPBIS team leaders rated enablers related to training and ongoing supports higher in terms of impact than regular team members. The implications of these findings are discussed.

A number of best practices are recommended by researchers and professionals in the field of transition to improve postschool outcomes for youth with intellectual disabilities. This study analyzed data from the National Longitudinal Transition Study-2 to examine whether best practices are predictive of postschool outcomes. The combination of five best practices was found to significantly predict employment, postsecondary education, and enjoyment of life outcomes after controlling for characteristics. In these analyses, parent expectations for employment and postsecondary education were some of the strongest predictors of postschool success. Although this study had several limitations, these findings suggest that best practices may be predictive of postschool success and highlight the importance of having high expectations for all youth.

We evaluated the effects of choice versus the assignment of tasks of varying preferences on the work engagement of adults with severe disabilities. The combined results of two experiments suggest that the relative preference for a task may be an important variable in the effectiveness of choice for some individuals.DESCRIPTORS: choice, preference, severe disabilities, work performanceOne benefit of choice making for adults with severe disabilities is increased work engagement (Parsons, Reid, Reynolds, & Bumgarner, 1990). However, the role of "choosing" relative to obtaining a preferred outcome is unclear. Understanding the variables that affect the benefits of choice making is important if we are to maximize choice-making strategies for persons with limited expression. In Experiment 1, we attempted to replicate the results of Parsons et al. (1990) regarding the effects of task assignment versus choice on time on task when task preferences varied. In Experiment 2, we examined the effects of choice on work performance when task preferences were held constant.METHOD: In Experiment 1, 3 adults with severe or profound mental retardation participated. Observations were conducted in either a mailroom enclave or a segregated training center during the typical work routine. Each condition lasted 15 min. On-task behavior (see Parsons et al., 1990) was recorded using a 15-s momentary time-sampling procedure.Procedures were similar to those of Parsons et al. (1990). The participants' relative preference for five familiar work tasks (stamping, stuffing envelopes, stuffing folders, labeling, sealing envelopes) was determined by Mithaug and Hanawalt's (1978) pair-wise assessment. One high-preference task (i.e., one that was selected on at least 75% of the pairings) and one low-preference task (i.e., one that was selected on no more than 25% of the pairings) were identified for each participant. The effects of the following three conditions were evaluated using a multielement design, counterbalanced across sessions: (a) assignment of a high-preference task, (b) assignment of a low-preference task, and (c) choice between the high-and low-preference tasks.In Experiment 2, 5 adults participated, including the 3 from Experiment 1. Settings, tasks, observations, and procedures were the same as in Experiment 1, with the exception of task preference. The participants' preferences for the tasks were evaluated (or reevaluated if they had participated in Experiment 1) using the same assessment strategy. Two tasks within the categories of low-preference or moderate-preference (selected from 26% to 74% of the pairings) tasks were then selected for each participant. Using tasks of similar preference allowed us to evaluate choice independent from obtaining a preferred outcome.The effects of choice (between tasks of the same preference category) and no choice (assignment of one of the tasks) on on-task behavior were evaluated using a multielement design counterbalanced across sessions. Interobserver agreement, calculated on an interval-by-int...