A Systematic Review of School Personnel's Involvement in Function-Based Intervention for Students With Extensive Support Needs.

IF 2.2 3区心理学 Q3 PSYCHOLOGY, CLINICAL

Behavior Modification Pub Date : 2026-09-01 Epub Date: 2026-06-24 DOI:10.1177/01454455261449774

Virginia L Walker, Megan E Carpenter, Meghan Edwards-Bowyer, Monique Pinczynski, Lyndsey Aiono-Conradi, Melinda R Snodgrass, Ryan Harris

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引用次数: 0

Abstract

Although function-based interventions (FBIs) are effective for individuals with intellectual and developmental disabilities, less is known about FBIs for students with extensive support needs (ESN) and school personnel involvement in FBI development and implementation. As such, we conducted a systematic literature review of 14 single-case research studies involving FBI implementation in K-12 U.S. school settings to address challenging behavior among 18 students with ESN. To identify relevant peer-reviewed articles, dissertations, and theses published between 2006 and March 2025, we searched 10 online databases, reference lists of 10 published reviews, and 19 peer-reviewed journals. Descriptive analyses revealed school personnel involvement varied widely, with school personnel often assuming FBI implementer roles and researchers primarily leading functional behavior assessments. Findings may be limited due to the small number of studies and eligible students with ESN included in the analyses and the limited descriptions of student and study characteristics.

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学校人员参与对有广泛支持需求的学生的功能干预的系统回顾。

尽管基于功能的干预（FBIs）对智力和发育障碍的个体有效，但对于具有广泛支持需求（ESN）的学生和参与FBI开发和实施的学校人员的FBIs了解较少。因此，我们对14个案例研究进行了系统的文献回顾，这些研究涉及联邦调查局在美国K-12学校的实施，以解决18名ESN学生的挑战性行为。为了确定2006年至2025年3月期间发表的相关同行评议文章、学位论文和论文，我们检索了10个在线数据库、10篇已发表评论的参考文献列表和19种同行评议期刊。描述性分析显示，学校人员的参与差异很大，学校人员通常扮演FBI实施者的角色，而研究人员主要领导功能行为评估。由于分析中纳入的研究和符合条件的ESN学生数量较少，以及对学生和学习特征的描述有限，研究结果可能有限。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Behavior Modification PSYCHOLOGY, CLINICAL-

CiteScore

5.30

自引率

0.00%

发文量

期刊介绍： For two decades, researchers and practitioners have turned to Behavior Modification for current scholarship on applied behavior modification. Starting in 1995, in addition to keeping you informed on assessment and modification techniques relevant to psychiatric, clinical, education, and rehabilitation settings, Behavior Modification revised and expanded its focus to include treatment manuals and program descriptions. With these features you can follow the process of clinical research and see how it can be applied to your own work. And, with Behavior Modification, successful clinical and administrative experts have an outlet for sharing their solutions in the field.