Abstract:
:Students with emotional and behavioral disorders and students considered at risk often have social deficits. Although social skills interventions are often provided to this student population, there are some concerns regarding how these interventions are conceived and provided. One possible way to improve the effectiveness of social skills interventions is to use functional behavior assessment data to tailor the interventions to a student's individual needs and the contexts in which social skills deficits and problem behaviors occur. This approach is commonly referred to as replacement behavior training. In this study, the literature on function-based replacement behavior interventions is systematically reviewed. In addition, studies are evaluated according to the What Works Clearinghouse design and evidence standards for single-case research. Although this research base does not meet the What Works Clearinghouse replication standards, function-based replacement behavior interventions appear to be a promising practice for addressing problem behaviors. Implications for practice, areas for future research, and study limitations are discussed.
journal_name
Behav Modifjournal_title
Behavior modificationauthors
McKenna JW,Flower A,Adamson Rdoi
10.1177/0145445515621489subject
Has Abstractpub_date
2016-09-01 00:00:00pages
678-712issue
5eissn
0145-4455issn
1552-4167pii
0145445515621489journal_volume
40pub_type
杂志文章,评审abstract::Studies using fear-conditioning paradigms have found that anxiety patients are more conditionable than individuals without these disorders, but these effects have been demonstrated inconsistently. It is unclear whether these findings have etiological significance or whether enhanced conditionability is linked only to ...
journal_title:Behavior modification
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