Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes, a struggle which can adversely impact families, schools, and communities. To help these children, self-management interventions are widely disseminated in schools. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. One method of designing these interventions is functional behavior assessment. The purpose of this study was to link self-management procedures to hypothesized behavior function in three children with E/BD. Results demonstrated that self-monitoring alone could be enhanced using information derived from functional behavior assessment and that consequences delivered by teachers were less effective than a self-management treatment package.
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