Abstract
In this chapter, we examine theoretical and empirical support for two intensive interventions to support students’ behavioral and social needs. First presenting on functional assessment-based interventions (FABIs) and second on individualized de-escalation plans (IDPs), two interventions that target socially important changes in a student’s behavior and social performance. FABIs are based on the reasons why challenging behavior occurs and focus on environmental changes, antecedent adjustments, reinforcement contingency refinements, and extinction procedures. IDPs are based on student-specific characteristics of the acting-out cycle to design and implement appropriate and evidence-based adult responses for each stage of the acting-out behavior cycle. Across intensive interventions, we examine the development, including descriptions of each practice and their underlying theoretical and empirical support. Next, we evaluate the empirical support of these intensive interventions for student behavior. Finally, we conclude by discussing the breadth and scope of rigorous research undergirding each intervention’s foundation and address implications for practitioners and future research.
Published Version
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