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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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What Beginning Special Educators Need to Know About Conducting Functional Behavioral Assessments
Content type: Journal Article
One of the biggest challenges facing all PK – 12 educators, especially beginning special educators, is addressing inappropriate student behaviors. Building on the principles and practices of applied behavior analysis, this article outlines and describes...
Examining the Effects and Quality of Interventions Based on the Assessment of Contextual Variables
Content type: Journal Article
Interventions based on the results of functional behavioral assessment (FBA) have been the topic of extensive research and, in certain cases, mandated for students with disabilities under the Individuals With Disabilities Education Act. There exist a wide...
Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies
Content type: Journal Article
The daily report card (DRC) is a commonly employed behavioral intervention for treating attention deficit hyperactivity disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less...
FBAs and BIPs: Avoiding and Addressing Four Common Challenges Related to Fidelity
Content type: Journal Article
Although functional behavioral assessment (FBAs) have been required under certain disciplinary circumstances since Individuals with Disabilities Education Act of 1997, problems with fidelity of implementation of both FBAs and behavior intervention plans...
Stopping Behavior Before It Starts: Antecedent Interventions for Challenging Behavior
Content type: Journal Article
Many teachers have difficulty managing students with challenging behavior. Rather than responding to problem behavior after the behavior occurs (i.e., consequence-based interventions), teachers can use preventative strategies (i.e., antecedent-based...
Assessing and Treating Elopement in a School Setting
Content type: Journal Article
Elopement, or running away from supervised areas, is a dangerous and problematic behavior that compromises the safety of people with disabilities at disproportionately high rates. As such, it is paramount that teachers know how to respond to elopement...
Don’t Quit Cold Turkey: Systematic Fading to Promote Sustained Behavioral Change
Content type: Journal Article
Recent national efforts for using data to drive intervention decisions have focused primarily on how to intensify interventions for students who are nonresponsive. Less attention, however, has been paid to how data-based decisions are made for responders...
From Frazzled to Focused: Supporting Students With Executive Function Deficits
Content type: Journal Article
Executive functions are the skills needed to execute tasks such as planning, organizing, and problem solving. Deficits in executive functions impact all aspects of a student’s life including academic performance, social relationships, and daily living...
Your Student Is Hungry, Tired, Angry—Now What? Addressing Distal Setting Events in the Classroom
Content type: Journal Article
All students, including those with a Behavior Support Plan (BSP), sometimes start their school day after experiencing an event or circumstance that makes challenging behavior more likely to happen, such as not eating breakfast, getting into an argument, or...
Implementing Functional Assessment–Based Interventions in Secondary Settings: Strategies for Overcoming Barriers
Content type: Journal Article
Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address...