We investigated the effects of a treatment package on the performance of correct relay tags with 4 inline speed skaters. The treatment package included verbal praise following correct tags, visual feedback of performance data, and instruction for improving performance. Initial gains in the frequency of correct tags were not maintained at 6-month follow-up when baselines were reestablished. Performance on the second intervention phase for the 3 original subjects was variable and differed from the initial phase, whereas the original findings were replicated in the 4th subject. Possible reasons for this variability and implications for future research and behavioral sport interventions are considered.
The 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) and the 1999 Final Regulations have brought about a number of changes in policy concerning special education. In particular, IDEA now requires school personnel to develop a functional behavioral assessment and behavioral intervention plan for students with disabilities who experience significant behavioral problems in the schools. This article includes a brief discussion of the legal requirement for developing functional behavioral assessment and behavioral intervention plans (especially as they pertain to disciplinary actions). This discussion is followed by an outline of elements related to behavioral intervention planning with specific guidelines for school personnel who seek to put such plans into practice.
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