Adding Function-Based Behavioral Support to First Step to Success: Integrating Individualized and Manualized Practices

Deborah Carter, Robert H. Horner

Research output: Contribution to journalArticlepeer-review

29 Scopus citations

Abstract

This study investigated the effects of adding individualized, function-based support to the well-documented early intervention, First Step to Success. A single-subject multiple-baseline design was applied across three, K-1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized function-based support plan was added to the First Step protocol. The multiple baseline analysis documented an effect between adding individualized, function-based supports to the standard First Step program and both (a) a decrease in problem behavior and (b) an increase in academic engagement. Implications of the results are provided for the design of school-based behavior support, implementation of First Step to Success, and applications of manualized interventions.

Original languageAmerican English
JournalEarly and Special Education Faculty Publications and Presentations
DOIs
StatePublished - 1 Jan 2009

Keywords

  • FBA
  • First Step
  • function based
  • manualized
  • secondary intervention
  • targeted intervention

EGS Disciplines

  • Education
  • Educational Assessment, Evaluation, and Research
  • Special Education and Teaching

Fingerprint

Dive into the research topics of 'Adding Function-Based Behavioral Support to First Step to Success: Integrating Individualized and Manualized Practices'. Together they form a unique fingerprint.

Cite this