Function-Based Intervention in Inclusive School Settings: A Meta-Analysis

Walker, Virginia L.; Chung, Yoon Do; Bonnet, Lauren Kravetz

doi:10.1177/1098300717718350

Cited by 45 publications

(42 citation statements)

References 54 publications

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“…We developed a coding instrument to collect information pertaining to student and paraprofessional participants, paraprofessional-implemented interventions, paraprofessional training, and study quality. The coding items largely were based on coding instruments from other literature reviews (e.g., Walker et al, 2018; Walker & Smith, 2015). Student participant items included age, grade level (early childhood, elementary school [Grades K–5], middle school [Grades 6–8], and high school [Grades 9–12]), placement (majority of school day in or outside of the inclusive, general education setting), gender, disability as categorized by IDEA (2004), and race.…”

Section: Methodsmentioning

confidence: 99%

“…To calculate the aggregated Tau-U score for measures of challenging and appropriate behavior and paraprofessional behavior, we combined phase contrasts associated with each outcome measure into a weighted average using the aforementioned Tau-U calculator (Vannest et al, 2016). To determine whether any study characteristics moderated student and paraprofessional outcomes, we conducted moderator analyses using the Kruskal–Wallis one-way analysis of variance (ANOVA) test, a nonparametric test appropriate for detecting significant differences in Tau-U scores across categorical variables with two or more groups (e.g., Walker et al, 2018; Wiseman et al, 2017). When significant differences were found among coding items with more than two coding groups, we conducted follow-up pairwise comparisons.…”

Section: Methodsmentioning

confidence: 99%

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A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior Among Students With Disabilities

Walker

Carpenter

Lyon

et al. 2020

Journal of Positive Behavior Interventions

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Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered behavioral interventions for students with disabilities. Descriptive findings suggest that, among the reviewed studies, paraprofessionals primarily provided behavioral support to students with autism spectrum disorder, intellectual disability, and multiple disabilities who engage in a wide range of challenging behaviors in both inclusive and noninclusive school environments. Overall, training largely was delivered by researchers and resulted in positive paraprofessional implementation outcomes. Likewise, paraprofessional-implemented behavioral interventions contributed to desirable changes in student challenging and appropriate behavior, with effect size estimates significantly higher for interventions delivered to early childhood–age students and within inclusive school settings. Implications for practice, limitations, and future research directions are described.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior Among Students With Disabilities

Walker

Carpenter

Lyon

et al. 2020

Journal of Positive Behavior Interventions

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“…This underscores that FBA-based interventions conducted in the general education setting are particularly effective in general education settings (Gage et al, 2012). Walker et al (2017) conducted a meta-analysis of FBA-based interventions in inclusive school settings. They identified 27 studies indicating that FBA-based interventions led to the reduction of challenging behavior.…”

Section: Fbamentioning

confidence: 99%

“…They identified 27 studies indicating that FBA-based interventions led to the reduction of challenging behavior. Using two single-case effect size calculations (i.e., nonoverlap of all pairs and Tau-U), Walker et al (2017) identified the statistically significant improvements in appropriate behavior and reductions in challenging behaviors when classroom teachers implemented a FBA-based interventions intervention within a whole group arrangement.…”

Section: Fbamentioning

confidence: 99%

Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers

Hirsch

Chow

Randall

et al. 2020

Behavioral Disorders

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We report the findings of a randomized controlled trial examining the use of content acquisition podcasts for teachers (CAP-Ts) with 94 preservice teacher participants from two public universities. This study is an extension of a previous CAP-T study. We examined whether active embedded questions in CAP-Ts increased participant knowledge of functional behavioral assessments (FBAs). Participants completed a pretest, treatment, and posttest assessment to measure the extent to which CAP-Ts with active embedded questions supported participant knowledge, improved application of FBA skills, and impacted social validity as compared with traditional CAP-Ts. Findings indicate that CAP-T with embedded questions did not produce significant changes in preservice teacher knowledge and application of skills. Limitations and future directions are discussed.

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“…The effectiveness of function-based interventions to reduce challenging behavior is well-documented (Goh & Bambara, 2012; Walker, Chung, & Bonnet, 2018), with evidence suggesting function-based interventions are more effective than those that are not matched to behavior function (e.g., Briere & Simonsen, 2011; Miller & Lee, 2013). Function-based interventions are designed from results of a functional behavior assessment (FBA).…”

mentioning

confidence: 99%

An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion

Lloyd

Randall

Weaver

et al. 2019

Behavioral Disorders

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Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in passive forms of problem behavior. We evaluated a concurrent operant analysis (COA) framework to identify reinforcers for appropriate replacement behaviors for four students referred for FBA and reported by teachers to engage in low levels of work completion. After completing two COAs per student (researcher-as-therapist and teacher-as-therapist), we used alternating treatments designs to compare the effects of an intervention matched with COA outcomes to intervention conditions that were not matched to COA outcomes on levels of work completion and task engagement. COA outcomes corresponded across therapists for three of four participants and intervention results validated COA outcomes for two of these participants. Although results of this initial investigation seem promising, more research on COA frameworks is needed to determine their utility to guide reinforcement-based interventions in schools.

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Function-Based Intervention in Inclusive School Settings: A Meta-Analysis

Cited by 45 publications

References 54 publications

A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior Among Students With Disabilities

A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior Among Students With Disabilities

Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers

An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion

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