Skip to main content
SpringerLink
Log in

A Quality Review of School-Based Challenging Behavior Interventions for Adolescents with Developmental Disabilities

  • Review Paper
  • Published:
Review Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

There is a growing population of adolescent students with developmental disabilities (DD) in school settings. Educators are in need of evidence-based practices (EBP) to address the challenging behaviors of students with DD. A key consideration in determining whether practices should be considered as an EBP is whether these practices have been implemented with fidelity. Yet, previous research has shown that many studies fail to report treatment fidelity data, which may compromise the outcomes of studies examining interventions to reduce challenging behaviors for adolescents with DD. Reported fidelity is essential for having increased confidence that the study outcomes were in fact due to the intervention rather than some extraneous variable. Thus, the purposes of this review were to systematically evaluate the quality of research on challenging behavior interventions for adolescents with DD and examine the reporting of implementation fidelity in high-quality studies. Fifty-three studies were evaluated against the quality indicators developed by the Council for Exceptional Children. Recommendations for future research and implications for practice are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

*Studies included in the review

  • Alkhateeb, J. M. Y. (1988). Independent variable integrity in behavioral research: A review of the literature. Scandinavian Journal of Behaviour Therapy, 17(3–4), 189–200. https://doi.org/10.1080/16506078809455827.

  • Alverson, C. Y., Lindstrom, L. E., & Hirano, K. A. (2019). High school to college: Transition experiences of young adults with autism. Focus on Autism and Other Developmental Disabilities, 34(1), 52–64. https://doi.org/10.1177/1088357615611880.

  • *Anderson, C. M., & Long, E. S. (2002). Use of a structured descriptive assessment methodology to identify variables affecting problem behavior. Journal of Applied Behavior Analysis, 35(2), 137–154. https://doi.org/10.1901/jaba.2002.35-137.

  • Anderson, D. K., Maye, M. P., & Lord, C. (2011). Changes in maladaptive behaviors from mid-childhood to young adulthood in autism spectrum disorder. American Journal of Intellectual and Developmental Disabilities, 116(5), 381–397. https://doi.org/10.1352/1944-7558-116.5.381.

    Article  Google Scholar 

  • Andzik, N. R., Cannella-Malone, H. I., & Sigafoos, J. (2016). Practitioner-implemented functional communication training: a review of the literature. Research and Practice for Persons with Severe Disabilities, 41(2), 79–89. https://doi.org/10.1177/1540796916633874.

    Article  Google Scholar 

  • *Athens, E. S., & Vollmer, T. R. (2010). An investigation of differential reinforcement of alternative behavior without extinction. Journal of Applied Behavior Analysis, 43(4), 569–589. https://doi.org/10.1901/jaba.2010.43-569.

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97. https://doi.org/10.1901/jaba.1968.1-91.

  • Baghdadli, A., Assouline, B., Sonié, S., Pernon, E., Darrou, C., Michelon, C., Picot, M. C., Aussilloux, C., & Pry, R. (2012). Developmental trajectories of adaptive behaviors from early childhood to adolescence in a cohort of 152 children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1314–1325. https://doi.org/10.1007/s10803-011-1357-z.

  • *Banda, D. R., & Kubina Jr., R. M. (2006). The effects of a high-probability request sequencing technique in enhancing transition behaviors. Education and Treatment of Children, 29(3), 507–516.

  • *Banda, D. R., & Kubina Jr., R. M. (2009). Increasing academic compliance with mathematics tasks using the high-preference strategy with a student with autism. Preventing School Failure: Alternative Education for Children and Youth, 54(2), 81–85. https://doi.org/10.1080/10459880903217564.

  • *Banda, D. R., McAfee, J. K., & Hart, S. L. (2009). Decreasing self-injurious behavior in a student with autism and Tourette syndrome through positive attention and extinction. Child and Family Behavior Therapy, 31(2), 144–156. https://doi.org/10.1080/07317100902910604.

  • *Banda, D. R., McAfee, J. K., & Hart, S. L. (2012). Decreasing self-injurious behavior and fading self-restraint in a student with autism and Tourette syndrome. Behavioral Interventions, 27, 164–174. https://doi.org/10.1002/bin.1344.

  • *Bilias-Lolis, E., Chafoulas, S. M., Kehle, T. J., & Bray, M. A. (2012). Exploring the utility of self-modeling in decreasing disruptive behavior in students with intellectual disability. Psychology in the Schools, 49(1), 82–92. https://doi.org/10.1002/pits.20616.

  • *Boesch, M. C., Taber-Doughty, T., Wendt, O., & Smalts, S. S. (2015). Using a behavioral approach to decrease self-injurious behavior in an adolescent with severe autism: a data-based case study. Education and Treatment of Children, 38(3), 305–328. https://doi.org/10.1353/etc.2015.0012.

  • *Borrero, C. S., Vollmer, T. R., Borrero, J. C., Bourret, J. C., Sloman, K. N., Samaha, A. L., & Dallery, J. (2010). Concurrent reinforcement schedules for problem behavior and appropriate behavior: Experimental applications of the matching law. Journal of the Experimental Analysis of Behavior, 93(3), 455–469. https://doi.org/10.1901/jeab.2010.93-455.

  • Brock, M. E., & Carter, E. W. (2017). A meta-analysis of educator training to improve implementation of interventions for students with disabilities. Remedial and Special Education, 38(3), 131–144. https://doi.org/10.1177/0741932516653477.

    Article  Google Scholar 

  • *Brown, K. E., & Mirenda, P. (2006). Contingency mapping: Use of a novel visual support strategy as an adjunct to functional equivalence training. Journal of Positive Behavior Interventions, 8(3), 155–164. https://doi.org/10.1177/10983007060080030401.

  • *Butler, L. R., & Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with autism. Journal of Positive Behavior Interventions, 9(4), 195–202. https://doi.org/10.1177/10983007070090040201.

  • *Carey, Y. A., & Halle, L. W. (2002). The effect of an idiosyncratic stimulus on self-injurious behavior during task demands. Education and Treatment of Children, 25(1), 113–141.

  • *Carlson, J. I., Luiselli, J. K., Slyman, A., & Markowski, A. (2008). Choice-making as intervention for public disrobing in children with developmental disabilities. Journal of Positive Behavior Interventions, 10(2), 86–90. https://doi.org/10.1177/1098300707312544.

  • Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23(1), 50–63. https://doi.org/10.1177/1044207311414680.

    Article  Google Scholar 

  • *Chung, Y.-C., & Cannella-Malone, H. I. (2010). The effects of presession manipulations on automatically maintained challenging behavior and task responding. Behavior Modification, 34(6), 479–502. https://doi.org/10.1177/0145445510378380.

  • *Clarke, S., Worcester, J., Dunlap, G., Murray, M., & Bradley-Klug, K. (2002). Using multiple measures to evaluate positive behavior support: A case example. Journal of Positive Behavior Interventions, 4(3), 131–145. https://doi.org/10.1177/10983007020040030201.

  • Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135–144. https://doi.org/10.1177/001440291307900201.

    Article  Google Scholar 

  • Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44(2), 69–75. https://doi.org/10.1177/1053451208321452.

  • Cook, B. G., Buysse, V., Klingner, J., Landrum, T. J., McWilliam, R. A., Tankersley, M., & Test, D. W. (2015). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36(4), 220–234. https://doi.org/10.1177/0741932514557271.

    Article  Google Scholar 

  • Council for Exceptional Children. (2014). Council for Exceptional Children standards for evidence-based practices in special education. Arlington: Author. https://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/EBP%20FINAL.pdf.

  • *Courtemanche, A., Sheldon, J., Sherman, J., Schroeder, S., Bell, A., & House, R. (2014). Assessing the effects of a staff training package on the treatment integrity of an intervention for self-injurious behavior. Journal of Developmental and Physical Disabilities, 26(4), 371–389. https://doi.org/10.1007/s10882-014-9372-6.

  • de Bruin, C. L., Deppeler, J. M., Moore, D. W., & Diamond, N. T. (2013). Public school-based interventions for adolescents and young adults with an autism spectrum disorder: A meta-analysis. Review of Educational Research, 83(4), 521–550. https://doi.org/10.3102/0034654313498621.

  • de Ruiter, K. P., Dekker, M. C., Douma, J. C., Verhulst, F. C., & Koot, H. M. (2008). Development of parent-and teacher-reported emotional and behavioural problems in young people with intellectual disabilities: does level of intellectual disability matter? Journal of Applied Research in Intellectual Disabilities, 21(1), 70–80. https://doi.org/10.1111/j.1468-3148.2007.00370.x.

    Article  Google Scholar 

  • *Dibley, S., & Lim, L. (1999). Providing choice making opportunities within and between daily school routines. Journal of Behavioral Education, 9(2), 117–132. https://doi.org/10.1023/A:1022888917128.

  • *Dolezal, D. N., & Kurtz, P. F. (2010). Evaluation of combined-antecedent variables on functional analysis results and treatment of problem behavior in a school setting. Journal of Applied Behavior Analysis, 43(2), 309–314.https://doi.org/10.1901/jaba.2010.43-309.

  • *Dozier, C. L., Vollmer, T. R., Borrero, J. C., Borrero, C. S., Rapp, J. T., Bourret, J., & Gutierrez, A. (2007). Assessment of preference for behavioral treatment versus baseline conditions. Behavioral Interventions, 22, 245–261. https://doi.org/10.1002/bin.241.

  • *Durand, V. M. (1999). Functional communication training using assistive devices: Recruiting natural communities of reinforcement. Journal of Applied Behavior Analysis, 32(3), 247–267. https://doi.org/10.1901/jaba.1999.32-247.

  • Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. https://doi.org/10.1007/s10464-008-9165-0.

  • *Duttlinger, C., Ayres, K. M., Bevill-Davis, A., & Douglas, K. H. (2013). The effects of a picture activity schedule for students with intellectual disability to complete a sequence of tasks following verbal directions. Focus on Autism and Other Developmental Disabilities, 28(1), 32–43. https://doi.org/10.1177/1088357612460572.

  • *Ellingson, S. A., Miltenberger, R. G., Stricker, J., Galensky, T. L., & Garlinghouse, M. (2000). Functional assessment and intervention for challenging behaviors in the classroom by general classroom teachers. Journal of Positive Behavior Interventions, 2(2), 85–97. https://doi.org/10.1177/109830070000200202.

  • Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 675–675. https://doi.org/10.1007/978-981-287-588-4_100314.

    Article  Google Scholar 

  • Emerson, E., Kiernan, C., Alborz, A., Reeves, D., Mason, H., Swarbrick, R., … Hatton, C. (2001). The prevalence of challenging behaviors: A total population study. Research in Developmental Disabilities, 22(1), 77–93. https://doi.org/10.1016/S0891-4222(00)00061-5.

  • Ennis, R. P., Royer, D. J., Lane, K. L., & Griffith, C. E. E. (2017). A systematic review of precorrection in PK-12 settings. Education and Treatment of Children, 40(4), 465–495. https://doi.org/10.1353/etc.2017.0021.

    Article  Google Scholar 

  • The Every Student Succeeds Act, 20 U.S.C. § 6301 et seq. (2015).

  • *Flynn, S. D., & Lo, Y. Y. (2016). Teacher implementation of trial-based functional analysis and differential reinforcement of alternative behavior for students with challenging behavior. Journal of Behavioral Education, 25(1), 1–31. https://doi.org/10.1007/s10864-015-9231-2.

  • *Fritz, J. N., Iwata, B. A., Hammond, J. L., & Bloom, S. E. (2013). Experimental analysis of precursors to severe problem behavior. Journal of Applied Behavior Analysis, 46(1), 101–129. https://doi.org/10.1002/jaba.27.

  • Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149–164. https://doi.org/10.1177/001440290507100202.

    Article  Google Scholar 

  • Giles, A., Swain, S., Quinn, L., & Weifenbach, B. (2018). Teacher-implemented response interruption and redirection: Training, evaluation, and descriptive analysis of treatment integrity. Behavior Modification, 42(1), 148–169. https://doi.org/10.1177/0145445517731061.

  • Gregori, E., Rispoli, M., Gerow, S., & Lory, C. (2018). Treatment of self-injurious behavior in adults with intellectual and developmental disabilities: A systematic review. Journal of Developmental and Physical Disabilities, 30, 111–139. https://doi.org/10.1007/s10882-017-9568-7

  • Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263. https://doi.org/10.1901/jaba.1993.26-257.

    Article  PubMed  PubMed Central  Google Scholar 

  • Gresham, F. M., MacMillan, D. M., Beebe-Frankenberger, M. E., & Bocian. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research & Practice, 15(4), 198–205. https://doi.org/10.1207/sldrp1504_4.

  • *Hammond, J. L., Iwata, B. A., Fritz, J. N., & Dempsey, C. M. (2011). Evaluation of fixed momentary DRO schedules under signaled and unsignaled arrangements. Journal of Applied Behavior Analysis, 44(1), 69–81. https://doi.org/10.1901/jaba.2011.44-69.

  • Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(3), 77–88.

    Article  Google Scholar 

  • *Hetzroni, O. E., & Roth, T. (2003). Effects of a positive support approach to enhance communicative behaviors of children with mental retardation who have challenging behaviors. Education and Training in Developmental Disabilities, 38(1), 95–105.

  • *Hirasawa, N., Fujiwara, Y., & Yamane, M. (2009). Physical arrangements and staff implementation of function-based interventions in school and community settings. The Japanese Journal of Special Education, 46(6), 435–446. https://doi.org/10.6033/tokkyou.46.435.

  • Horner, R. H., Swaminathan, H., Sugai, G., & Smolkowski, K. (2012). Considerations for the systematic analysis and use of single-case research. Education and Treatment of Children, 35(2), 269–290. https://doi.org/10.1353/etc.2012.0011.

  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179. https://doi.org/10.1177/001440290507100203.

    Article  Google Scholar 

  • Hume, K., Boyd, B. A., Hamm, J. V., & Kucharczyk, S. (2014). Supporting independence in adolescents on the autism spectrum. Remedial and Special Education, 35(2), 102–113. https://doi.org/10.1177/0741932513514617.

    Article  Google Scholar 

  • Individuals with Disabilities Education Act of 2004. (2004). 20 U. S. C.§1400 et seq.

  • Johnson, L. A. D., Fleury, V., Ford, A., Rudolph, B., & Young, K. (2018). Translating evidence-based practices to usable interventions for young children with autism. Journal of Early Intervention, 40(2), 158–176. https://doi.org/10.1177/1053815117748410.

    Article  Google Scholar 

  • *Jones, M. N., Weber, K. P., & Mclaughlin, T. F. (2013). No teacher left behind: Educating students with ASD and ADHD in the inclusion classroom. The Journal of Special Education Apprenticeship, 2(2), 1–22. https://eric.ed.gov/?id=EJ1127784

  • *Kay, S., Harchik, A. E., & Luiselli, J. K. (2006). Elimination of drooling by an adolescent student with autism attending public high school. Journal of Positive Behavior Interventions, 8(1), 24–28. https://doi.org/10.1177/10983007060080010401.

  • Kazdin, A. E. (2011). Single-case research designs (2nd ed.). New York: Oxford University Press.

    Google Scholar 

  • Kestner, K. M., & Peterson, S. M. (2017). A review of resurgence literature with human participants. Behavior Analysis: Research and Practice, 17(1), 1–17. https://doi.org/10.1037/bar0000039.

    Article  Google Scholar 

  • *Kim, M. S., Blair, K. S. C., & Lim, K. Won. (2014). Using tablet assisted Social Stories™ to improve classroom behavior for adolescents with intellectual disabilities. Research in Developmental Disabilities, 35(9), 2241–2251. https://doi.org/10.1016/j.ridd.2014.05.011.

  • Klingner, J., Boardman, A., & McMaster, K. (2013). What does it take to scale up and sustain evidence-based practices? Exceptional Children, 79(2), 1–26. https://doi.org/10.1177/001440291307900205.

    Article  Google Scholar 

  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38. https://doi.org/10.1177/0741932512452794.

    Article  Google Scholar 

  • LeBlanc, L. A., Hagopian, L. P., Maglieri, K. A., & Poling, A. (2002). Decreasing the intensity of reinforcement-based interventions for reducing behavior: Conceptual issues and a proposed model for clinical practice. The Behavior Analyst Today, 3(3), 289–300. https://doi.org/10.1037/h0099991.

  • Lennox, D. B., Miltenberger, R. G., Spengler, P., & Erfanian, N. (1988). Decelerative treatment practices with persons who have mental retardation: a review of five years of the literature. American Journal on Mental Retardation, 92(6), 492–501.

    PubMed  Google Scholar 

  • *Lerman, D. C., Kelley, M. E., Vorndran, C. M., & Van Camp, C. M. (2003). Collateral effects of response blocking during the treatment of stereotypic behavior. Journal of Applied Behavior Analysis, 36(1), 119–123. https://doi.org/10.1901/jaba.2003.36-119.

  • Levy, A., & Perry, A. (2011). Outcomes in adolescents and adults with autism: A review of the literature. Research in Autism Spectrum Disorders, 5(4), 1271–1282. https://doi.org/10.1016/j.rasd.2011.01.023.

  • Leyfer, O. T., Folstein, S. E., Bacalman, S., Davis, N. O., Dinh, E., Morgan, J., Tager-Flusberg, H., & Lainhart, J. E. (2006). Comorbid psychiatric disorders in children with autism: Interview development and rates of disorders. Journal of Autism and Developmental Disorders, 36(7), 849–861. https://doi.org/10.1007/s10803-006-0123-0.

  • *Machalicek, W., Shogren, K., Lang, R., Rispoli, M., O’Reilly, M. F., Franco, J. H., & Sigafoos, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3(2), 547–555. https://doi.org/10.1016/j.rasd.2008.11.003.

  • *Mancina, C., Tankersley, M., Kamps, D., Kravits, T., & Parrett, J. (2000). Brief report: Reduction of inappropriate vocalizations for a child with autism using a self-management treatment program. Journal of Autism and Developmental Disorders, 30(6), 599–606. https://doi.org/10.1023/A:1005695512163.

  • Martinez, J. R., Werch, B. L., & Conroy, M. A. (2016). School-based interventions targeting challenging behaviors exhibited by young children with autism spectrum disorder: A systematic literature review. Education and Training in Autism and Developmental Disabilities, 51(3), 265–280. https://www.jstor.org/stable/24827523

  • *McComas, J. J., Thompson, A., & Johnson, L. (2003). The effects of presession attention on problem behavior maintained by different reinforcers. Journal of Applied Behavior Analysis, 36(3), 297–307. https://doi.org/10.1901/jaba.2003.36-297.

  • McIntyre, L. L., Gresham, F. M., DiGennaro Reed, F. D., & Reed, D. D. (2007). Treatment integrity of school-based interventions with children in the journal of applied behavior analysis 1991-2005. Journal of Applied Behavior Analysis, 40, 659–672. https://doi.org/10.1901/jaba.2007.659.

    Article  PubMed  Google Scholar 

  • McTiernan, A., Leader, G., Healy, O., & Mannion, A. (2011). Analysis of risk factors and early predictors of challenging behavior for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 5(3), 1215–1222. https://doi.org/10.1016/j.rasd.2011.01.009.

    Article  Google Scholar 

  • Mitchell, B. S., Hatton, H., & Lewis, T. J. (2018). An examination of the evidence-base of school-wide positive behavior interventions and supports through two quality appraisal processes. Journal of Positive Behavior Interventions, 20(4), 239–250. https://doi.org/10.1177/1098300718768217.

    Article  Google Scholar 

  • Morin, K. L., Ganz, J. B., Gregori, E. V., Foster, M. J., Gerow, S. L., Genç-Tosun, D., & Hong, E. R. (2018). A systematic quality review of high-tech AAC interventions as an evidence-based practice. AAC: Augmentative and Alternative Communication, 34(2), 104–117. https://doi.org/10.1080/07434618.2018.1458900.

    Article  PubMed  Google Scholar 

  • *Muething, C. S., Falcomata, T. S., Ferguson, R., Swinnea, S., & Shpall, C. (2018). An evaluation of delay to reinforcement and mand variability during functional communication training. Journal of Applied Behavior Analysis, 51(2), 263–275. https://doi.org/10.1002/jaba.441.

  • Murphy, G. H., Beadle-Brown, J., Wing, L., Gould, J., Shah, A., & Holmes, N. (2005). Chronicity of challenging behaviours in people with severe intellectual disabilities and/or autism: A total population sample. Journal of Autism and Developmental Disorders, 35(4), 405–418. https://doi.org/10.1007/s10803-005-5030-2.

  • *O’Neill, R. E., & Sweetland-Baker, M. (2001). Brief report: An assessment of stimulus generalization and contingency effects in functional communication training with two students with autism. Journal of Autism and Developmental Disorders, 31(2), 235–240. https://doi.org/10.1023/A:1010711518182.

  • *O’Reilly, M., Sigafoos, J., Lancioni, G., Edrisinha, C., & Andrews, A. (2005). An examination of the effects of a classroom activity schedule on levels of self-injury and engagement for a child with severe autism. Journal of Autism and Developmental Disorders, 35(3), 305–311. https://doi.org/10.1007/s10803-005-3294-1.

  • *O’Reilly, M. F., Sigafoos, J., Edrisinha, C., Lancioni, G., Cannella, H., Young Choi, H., & Barretto, A. (2006). A preliminary examination of the evocative effects of the establishing operation. Journal of Applied Behavior Analysis, 39(2), 239–242. https://doi.org/10.1901/jaba.2006.160-04.

  • *O’Reilly, M. F., Edrishina, C., Sigafoos, J., Lancioni, G. E., Cannella, H., Machalicek, W., & Langthorne, P. (2007). Manipulating the evocative and abative effects of an establishing operation: Influences on challenging behavior during classroom instruction. Behavioral Interventions, 22(2), 137-145. https://doi.org/10.1002/bin.226

  • Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137–148. https://doi.org/10.1177/001440290507100201.

  • Osborne, L. A., McHugh, L., Saunders, J., & Reed, P. (2008). The effect of parenting behaviors on subsequent child behavior problems in autistic spectrum conditions. Research in Autism Spectrum Disorders, 2(2), 249–263. https://doi.org/10.1016/j.rasd.2007.06.004.

    Article  Google Scholar 

  • Peterson, L., Homer, A., & Wonderlich, S. (1982). The integrity of independent variables in behavior analysis. Journal of Applied Behavior Analysis, 15, 477–492. https://doi.org/10.1901/jaba.1982.15-477.

    Article  PubMed  PubMed Central  Google Scholar 

  • Petscher, E. S., Rey, C., & Bailey, J. S. (2009). A review of empirical support for differential reinforcement of alternative behavior. Research in Developmental Disabilities, 30(3), 409–425. https://doi.org/10.1016/j.ridd.2008.08.008.

    Article  PubMed  Google Scholar 

  • *Pipkin, C. S. P., Vollmer, T. R., & Sloman, K. N. (2010). Effects of treatment integrity failures during differential reinforcement of alternative behavior: a translational model. Journal of Applied Behavior Analysis, 43(1), 47–70. https://doi.org/10.1901/jaba.2010.43-47.

  • Radhakrishnan, S., Gerow, S., & Weston, R. (2019). Resurgence of challenging behavior following functional communication training for children with disabilities: a literature review. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-019-09685-1.

  • *Rapp, J. T., Vollmer, T. R., St Peter, C., Dozier, C. L., & Cotnoir, N. M. (2004). Analysis of response allocation in individuals with multiple forms of stereotyped behavior. Journal of Applied Behavior Analysis, 37(4), 481–501. https://doi.org/10.1901/jaba.2004.37-481.

  • Rivera, G., Gerow, S., & Kirkpatrick, M. (2019). A review of school-based interventions to reduce challenging behavior for adolescents with ASD. Journal of Developmental and Physical Disabilities, 31(1), 1–21. https://doi.org/10.1007/s10882-018-9626-9.

    Article  Google Scholar 

  • Scattone, D., Wilczynski, S. M., Edwards, R. P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using Social Stories. Journal of Autism and Developmental Disorders, 32(6), 535–543. https://doi.org/10.1023/A:1021250813367.

    Article  PubMed  Google Scholar 

  • *Schlichenmeyer, K. J., Dube, W. V., & Vargas-irwin, M. (2015). Stimulus fading and response elaboration in differential reinforcement for alternative behavior. Behavioral Interventions, 30, 51–64. https://doi.org/10.1002/bin.1402.

  • *Schmidt, J. D., Luiselli, J. K., Rue, H., & Whalley, K. (2013). Graduated exposure and positive reinforcement to overcome setting and activity avoidance in an adolescent with autism. Behavior Modification, 37(1), 128–142. https://doi.org/10.1177/0145445512456547.

  • Schoenwald, S. K., Garland, A. F., Chapman, J. E., Frazier, S. L., Sheidow, A. J., & Southam-Gerow, M. A. (2011). Toward the effective and efficient measurement of implementation fidelity. Administration and Policiy of Mental Health, 38(1), 32–43. https://doi.org/10.1007/s10488-010-0321-0.

    Article  Google Scholar 

  • Shattuck, P. T., Orsmond, G. I., Wagner, M., & Cooper, B. P. (2011). Participation in social activities among adolescents with an autism spectrum disorder. PLoS One, 6(11). https://doi.org/10.1371/journal.pone.0027176.

  • *Shillingsburg, M. A., Lomas, J. E., & Bradley, D. (2012). Treatment of vocal stereotypy in an analogue and classroom setting. Behavioral Interventions, 27, 151–163. https://doi.org/10.1002/bin.1340.

  • *Sigafoos, J., Green, V. A., Payne, D., O’Reilly, M. F., & Lancioni, G. E. (2009a). A classroom-based antecedent intervention reduces obsessive-repetitive behavior in an adolescent with autism. Clinical Case Studies, 8(1), 3–13. https://doi.org/10.1177/1534650108327475.

  • *Sigafoos, J., Green, V. A., Payne, D., & Son, S. (2009b). A comparison of picture exchange and speech-generating devices: Acquisition, preference , and effects on social interaction. augmentative and alternative communication. Augmentative and Alternative Communication, 25(2), 99-109. https://doi.org/10.1080/07434610902739959.

  • Simó-Pinatella, D., Mumbardó-Adam, C., Montenegro-Montenegro, E., Cortina, A., Mas, J. M., Baqués, N., & Adam-Alcocer, A. L. (2017). Prevalence and risk markers of challenging behavior among children with disabilities. Advances in Neurodevelopmental Disorders, 1(3), 158–167. https://doi.org/10.1007/s41252-017-0022-8.

    Article  Google Scholar 

  • Simó-Pinatella, D., Mumbardó-Adam, C., Alomar-Kurz, E., Sugai, G., & Simonsen, B. (2019). Prevalence of challenging behaviors exhibited by children with disabilities: Mapping the literature. Journal of Behavioral Education, 28(3), 323–343. https://doi.org/10.1007/s10864-019-09326-9.

  • *Slaton, J. D., Hanley, G. P., & Raftery, K. J. (2017). Interview-informed functional analyses: A comparison of synthesized and isolated components. Journal of Applied Behavior Analysis, 50(2), 252–277. https://doi.org/10.1002/jaba.384.

  • Stahmer, A. C., Rieth, S., Lee, E., Reisinger, E. M., Mandell, D. S., & Connell, J. E. (2015). Training teachers to use evidence-based practices for autism: Examining procedural implementation fidelity. Psychology in the Schools, 52(2), 181–195. https://doi.org/10.1002/pits.21815.

  • Swanson, E., Wanzek, J., Haring, C., Ciullo, S., & McCulley, L. (2011). Intervention fidelity in special and general education research journals. Journal of Special Education, 47(1), 3–13. https://doi.org/10.1177/0022466911419516.

    Article  Google Scholar 

  • Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16–23. https://doi.org/10.1007/BF03391716.

  • *Tomlin, M., & Reed, P. (2012). Effects of fixed-time reinforcement delivered by teachers for reducing problem behavior in special education classrooms. Journal of Behavioral Education, 21(2), 150–162. https://doi.org/10.1007/s10864-012-9147-z.

  • National Center for Education Statistics. (2018). Table 204.30 Children 3 to 21 years old served under Individuals with Disabilities Education Act (IDEA), Part B, by type of disability: Selected years, 1976–77 through 2017–18. In U.S. Department of Education, National Center for Education Statistics (Ed.), Digest of Education Statistics (2018 ed.). https://nces.ed.gov/programs/digest/d18/tables/dt18_204.30.asp

  • *Van Camp, C. M., Lerman, D. C., Kelley, M. E., Contrucci, S. A., & Vorndran, C. M. (2000). Variable-time reinforcement schedules in the treatment of socially maintained problem behavior. Journal of Applied Behavior Analysis, 33(4), 545–557. https://doi.org/10.1901/jaba.2000.33-545.

  • *Vaughn, B. J., & Horner, R. H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. Journal of Applied Behavior Analysis, 30(2), 299–312. https://doi.org/10.1901/jaba.1997.30-299.

  • Volkert, V. M., Lerman, D. C., Call, N. A., & Trosclair-Lasserre, N. (2009). An evaluation of resurgence during treatment with functional communication training. Journal of Applied Behavior Analysis, 42(1), 145–160. https://doi.org/10.1901/jaba.2009.42-145.

    Article  PubMed  PubMed Central  Google Scholar 

  • *Vollmer, T. R., Roane, H. S., Ringdahl, J. E., & Marcus, B. A. (1999). Evaluating treatment challenges with differential reinforcement of alternative behavior. Journal of Applied Behavior Analysis, 32(1), 9–23. https://doi.org/10.1901/jaba.1999.32-9.

  • Walker, V. L., Chung, Y. C., & Bonnet, L. K. (2018). Function-based intervention in inclusive school settings: A meta-analysis. Journal of Positive Behavior Interventions, 20(4), 203–216. https://doi.org/10.1177/1098300717718350.

  • Wehman, P., Sima, A. P., Ketchum, J., West, M. D., Chan, F., & Luecking, R. (2015). Predictors of successful transition from school to employment for youth with disabilities. Journal of Occupational Rehabilitation, 25(2), 323–334. https://doi.org/10.1007/s10926-014-9541-6.

    Article  PubMed  Google Scholar 

  • *Whatley, A. D., Gast, D. L., & Hammond, D. L. (2009). Visual activity schedules: Teaching independent transitioning during recreation and leisure. Therapeutic Recreation Journal, 43(2), 27–42. https://js.sagamorepub.com/trj/article/view/893

Download references

Author information

Authors and Affiliations

  1. Department of Educational Studies, Purdue University, West Lafayette, IN, 47907, USA

    Marie David, Mandy Rispoli, Catharine Lory, So Yeon Kim & Danni Wang

  2. Department of Special Education, University of Illinois at Chicago, Chicago, IL, 60607, USA

    Emily Gregori

Authors
  1. Marie David
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mandy Rispoli
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Emily Gregori
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Catharine Lory
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. So Yeon Kim
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Danni Wang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marie David.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

David, M., Rispoli, M., Gregori, E. et al. A Quality Review of School-Based Challenging Behavior Interventions for Adolescents with Developmental Disabilities. Rev J Autism Dev Disord 8, 145–169 (2021). https://doi.org/10.1007/s40489-020-00207-w

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40489-020-00207-w

Keywords

Search

Navigation