Systematic function-based intervention for adolescents with emotional and behavioral disorders in an alternative setting: Broadening the context

Amina M. Turton, John Umbreit, Sarup Mathur

Research output: Contribution to journalArticle

21 Scopus citations


Three adolescents (ages 14-17) with emotional and behavioral disorders displayed chronic disruptive behavior in their self-contained classrooms at a self-contained alternative school. A descriptive functional behavioral assessment was conducted for each student. Data from file review, structured interviews, and direct observations were used to identify the functions of their disruptive behaviors. Then, function-based interventions were systematically constructed for each student and implemented for an extended period (nearly 6 weeks) within the most problematic situation in their classrooms. The interventions improved each student's behavior and the effects maintained during follow-up and generalized to instruction in a nonintervention classroom. Social validity data comparing the interventions to baseline practices revealed the function-based intervention had moderately higher social validity among teachers and substantially higher social validity among students.

Original languageEnglish (US)
Pages (from-to)117-128
Number of pages12
JournalBehavioral Disorders
Issue number2
StatePublished - Feb 1 2011


ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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