Tertiary Prevention
The research supporting the
effectiveness of functional behavioral assessment, the design of individualized
behavioral interventions, and the active use of data in the implementation of
behavior support is perhaps the most robust of the databases within SWPBS.The majority of this research has
employed single-case designs to examine the effects of specific interventions,
but increasingly studies are linking behavioral and academic interventions to
reduction in problem behavior.
This research has not at this time
assessed the interaction effects associated with implementation of elements at
all three tiers in the SWPBS prevention framework.
Benazzi, L., Horner, R.H., & Good, R.H. (2006). Effects
of behavior support team composition on the technical adequacy and contextual
fit of behavior support plans. Journal of
Special Education 40(3), 160-170.
Blair, K.C., Umbreit,
J., Dunlap, G., & Jung, G.(in press).Promoting inclusion and peer participation
through assessment-based intervention.Topics in Early
Childhood Special Education
Borgmeier, C., & Horner, R.H. (2006). An
evaluation of the predictive validity of confidence ratings in identifying
accurate functional behavioral assessment hypothesis statements. Journal of Positive Behavior Interventions 8(2),
100-105
Brooks, A., Todd, A. W., Tofflemoyer, S.,
& Horner, R. H. (2003). Use of functional
assessment and a self-management system to increase academic engagement and
work completion. Journal of
Positive Behavior Intervention, 5, 144-152.
Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The
efficacy of function-based interventions for students with learning
disabilities who exhibit escape-maintained problem behavior: Preliminary
results from a single case study. Learning
Disabilities Quarterly, 26, 15-25
Carr, E. G.,
Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito-McLaughlin,
D., McAtee, M. L., et al. (1999). Positive behavior
support for people with developmental disabilities: A research synthesis. American Association on
Mental Retardation Monograph Series. Washington, D. C.:
American Association on Mental Retardation
Crone, D., Hawken, L., & Bergstrom, M., (2007). A demonstration of training, implementing and using functional
behavioral assessment in 10 elementary and middle school settings.Journal of Positive Behavior Interventions, 9(1). 15-29.
Fairbanks, S., Sugai, G., Guardino, D.,
& Lathrop, M (2007). Response to intervention: Examining classroom
behavior support in second grade. Exceptional
Children, 73(3), 288-310.
Harvey, M. T.,
Lewis-Palmer, T., Horner, R. H., & Sugai, G. (2003). Trans-situational interventions:
Generalization of behavior support across school and home environments. Behavioral Disorders, 28, 299-213
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA
indicated and contra-indicated intervention plans. Journal of Positive Behavior Interventions, 7, 224-236
Lucyshyn, J., Albin, R., Horner, R.H., Mann, J. C., Mann, J. A.
& Wadsworth, G. (2007). Family Implementation of Positive Behavior
Support with a Child with Autism: A Longitudinal, Single Case Experimental and
Descriptive Replication and Extension. Journal
of Positive Behavior Interventions 9(3), 131-150
McIntosh, K.,
Borgmeier, C., Anderson, C., Horner, R.H., Rodriguez, B., & Tobin, T. (in
press). Technical adequacy of the Functional Assessment
Checklist for Teachers and Staff FBA intervention measure. Journal of Positive Behavior Interventions
McIntosh, K. Chard, D., Boland, J., & Horner, R. (2006).A demonstration of combined efforts in
school-wide academic and behavioral systems and incidence of reading and
behavior challenges in early elementary grades.Journal
of Positive Behavior Interventions. 8(3). 146-154.
Newcomer, L. L. & Lewis, T. J. (2004). Functional
Behavioral Assessment: An Investigation of Assessment Reliability and
Effectiveness of Function-Based Interventions. Journal of Emotional and Behavioral Disorders 12(3), 168-181
Preciado, J.,
Horner, R.H., & Baker, S. (2009). Using a function-based approach to
decrease problem behavior and increase academic engagement for Latino English
Language Learners. Journal
of Special Education. 42 (4) 227-240.
Scott, T. M., & Caron, D. (2006). Functional Behavior
Assessment at the School-Wide Level: Determining Predictability and Function of
Typical Problem Behaviors. Preventing
School Failure 50(1), 13-20
Scott, T. M., Liaupsin, C., & Nelson, C. M., & McIntyre, J.
(2005). Team-Based Functional Behavior Assessment as a Proactive Public
School Process: A Descriptive Analysis of Current Barriers. Journal of Behavioral Education 14(1),
57-71
Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C. M., Conroy,
M., & Payne, L. (2005). An Examination of the Relation Between Functional Behavior Assessment and Selected
Intervention Strategies with School-Based Teams. Journal of Positive Behavior Interventions, 7(4), 205-215
Stover, A.C., Dunlap, G., & Neff, B.(in press).The
effects of a contingency contracting program on the nocturnal enuresis of three
children.Research on Social Work Practice