FBA and BIP: Increasing the Behavior Adjustment of African American Boys in Schools

Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/

Y

15

Reinforcement; Males; Disproportionate Representation; Behavior Modification; Functional Behavioral Assessment; Student Adjustment; Student Behavior; African American Students; Special Education; Discipline; Intervention; Prevention; Elementary School Students; Skill Development; Positive Reinforcement; Self Control; Program Effectiveness

0198-7429

Overrepresentation of African American boys in disciplinary and special education referrals has been a national concern. This study used functional behavioral assessments (FBAs) and behavioral intervention plans (BIPs) as a means to prevent disproportionality of African American boys. Based on FBA results, interventions were developed for four elementary students to include skill training, differential reinforcement, and a self-monitoring program. The interventions not only meaningfully reduced the students' target problem behaviors to a level similar to that of their comparison peers, but also produced positive outcomes for their alternative replacement behavior. The across-setting generality effects, however, were limited. Implications are discussed regarding the efficacy of FBAs and BIPs for African American boys at risk for and with disabilities. (Contains 2 tables and 3 figures.)

Author

33

2007

EJ752738