Sustaining Effective Individualized Behavior Support: Barriers and Enablers

Authors

Monica Kathleen Strickland-Cohen, Texas Christian UniversityFollow
Sarah E. Pinkelman, Utah State UniversityFollow
Jo Beth Jimerson, Texas Christian UniversityFollow
Tricia A. Berg, University of OregonFollow
Christopher J. Pinkney, Portland State UniversityFollow
Kent McIntosh, University of OregonFollow

Document Type

Article

Journal/Book Title/Conference

Preventing School Failure: Alternative Education for Children and Youth

Publisher

Taylor & Francis Online

Publication Date

5-22-2018

First Page

1

Last Page

11

Abstract

Function-based support is a widely researched and highly effective form of intervention for students with persistent problem behavior. However, individualized behavior support practices for students continue to be implemented inconsistently in school settings, and educators often use valuable resources adopting interventions that are not likely to be successfully implemented or sustained over time. This article presents findings from a follow-up study of school personnel trained to design and implement function-based behavior support for students with challenging behavior. The purpose of the study was to determine (a) the extent to which participants continued to use the skills learned during their training after the removal of all formal research supports and (b) the perceived barriers and enabling factors personnel encountered when continuing to provide function-based student support.

Recommended Citation

Strickland-Cohen, M. K., Pinkelman, S. E., Berg, T. A., Pinkney, C. J., & McIntosh, K. (2018). Sustaining effective individualized behavior support: Barriers and enablers. Preventing School Failure, online first publication.