Abstract

Overrepresentation of African American boys in disciplinary and special education referrals has been a national conern. This study used functional behavioral assessments (FBAs) and behavioral intervention plans (BIPs) as a means to prevent disproportionality of African American boys. Based on FBA results, interventions were developed for four elementary students to include skill training, differential reinforcement, and a self-monitoring program. The interventions not only meaningfully reduced the students' target problem behaviors to a level similar to that of their comparison peers, but also produced positive outcomes for their alternative replacement behavior. The across-setting generality effects, however, were limited. Implications are discussed regarding the efficacy of FBAs and BIPs for African American boys at risk for and with disabilities.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.