Using Data Collection Applications in Early Childhood Settings to Support Behavior Change

Social–emotional development in early childhood (EC) is an important factor to their later development and adjustment. While all young children display unwanted behaviors at some time during development, challenging behaviors that occur across settings and over a period of time should be identified and intervened; thus, data collection efforts need to be efficient and accurate as time can be a barrier. There are currently applications for children in a K–12 setting that can be used to collect data and share positive behavior support plans; however, they may not necessarily be tailored to the EC population. A variety of data collection apps will be discussed as they relate to identifying a behavior to data collection skills. Suggestions will be given on what apps should contain for data collection and how to make them applicable to EC settings as well as collaborating with multiple professionals.

Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems

Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. We hypothesized that students in CHAMPS classrooms who were identified by teachers at baseline as needing behavior support plans would have greater end-of-year improvements on behavior and academic outcomes relative to comparable youth in non-CHAMPS classrooms. Results indicated baseline teacher-perceived student behavior support need moderated some intervention outcomes; in particular, youth at risk in CHAMPS classrooms demonstrated improvements in concentration problems ( b = –.19) and communication arts outcomes ( b = .13) compared with youth at risk in control group classrooms. Implications of these findings and future research are discussed.

Reinforcement Foundations of a Function-Based Behavioral Approach for Students With Challenging Behavior

This article provides an overview of how reinforcement serves as the foundation for a function-based approach to support students with challenging behavior. Understanding reinforcement is essential when providing function-based support for students with challenging behavior. Reinforcement “strengthens” behavior, increasing the probability that similar behaviors occur again. By understanding and using reinforcement accurately, educators conduct efficient functional behavioral assessments; develop and implement positive, aligned, and individualized behavior support plans; and avoid misrules and misconceptions about reinforcement.