“…behavior also presents a barrier to participation in the community and could make the individual less responsive to important learning opportunities. For over 60 years, researchers in behavior analysis have successfully developed and evaluated the use of procedures (e.g., shaping, time-out, functional communication training, tolerance delay, task choice) to increase desired behaviors and decrease problem behavior such as aggression (e.g., Hanley, Jin, Vanselow, & Hanratty, 2014), selfinjury (e.g., Ghaemmaghami, Hanley, & Jessel, 2016), stereotypic behavior (e.g., Falcomata, Roane, Feeney, & Stephenson, 2010), elopement (e.g., Roane & Derosa, 2014), pica (e.g., Mace & Knight, 1986), and noncompliance (e.g., Fischetti et al, 2012). The relationship between research and practice has resulted in a grounded theoretical framework that places a heavy emphasis on the function (i.e., control by consequences), as opposed to the structure (i.e., the form), of behavior.…”