Team Involvement in Assessment-Based Interventions With Problem Behavior

Abstract

Descriptive and qualitative analyses were applied to a database of 111 assessment-based studies published between 1997 and 2002 on the problem behavior of school-age individuals with disabilities, to determine how frequently key components of positive behavior support (PBS) were being used. While most of the database reported reductions in problem behavior, only half focused on and reported increases in replacement skills. Interventions frequently reported were positive reinforcement, antecedent-based approaches, and skill training. Interventions using parent/teacher skill training were infrequent, and self-management, peer-mediated intervention, and comprehensive lifestyle change were rare. Involvement of family and educators was reported in one quarter of the database, with the highest involvement of nonresearchers during assessment. Studies using functional assessment alone or in combination with functional analysis and studies conducted in natural settings were more likely to use key features of PBS than were studies that used only functional analysis or were conducted in atypical settings.