Addressing Problem Behaviors in Schools: Use of Functional Assessments and Behavior Intervention Plans

Evaluation of video feedback and self‐management to decrease schoolyard aggression and increase pro‐social behaviour in two students with behavioural disorders

“…Today, aggressive behaviour appears to be dramatically increasing in schools (Myles & Simpson, 1998) and is consistently ranked as one of the biggest problems facing public schools in the United States (Rose & Gallup, 2003). As such, teachers are required to educate a burgeoning number of these students, who are a constant challenge to manage and instruct (Gable, Quinn, Rutherford, & Howell, 1998). Unfortunately, however, many schools lack the capacity to meet the needs of these students effectively and efficiently (Sugai & Horner, 1999;Taylor-Greene et al, 1997).…”

Examining the Efficacy of School-Based Consultation: Recommendations for Improving Outcomes

“…The third level of the continuum focuses on "individual" students. The cornerstone of developing effective individual student PBS plans is a comprehensive FBA (Gable, Quinn, Rutherford, & Howell, 1998;O'Neill et al, 1997;Sugai et al, 1999). Once hypotheses are developed as to how student problem behavior is functionally related to the teaching environment, plans must be developed that teach a pro-social replacement behavior that results in the same or similar outcome as the problem behavior, alter the learning environment to allow the student to practice the replacement behavior…”

What Teachers Can Do to Prevent Behavior Problems in Schools

“…Unless a child has an alternative strategy for engaging others or satisfying a need, the misbehavior is likely to be repeated. Classroom intervention will only be effective if the intervention successfully competes with and triumphs over "existing contingencies" that support inappropriate child behavior (e.g., Gable, Quinn, Rutherford, & Howell, 1998;Mace, Lalli, & Lalli, 1991).…”