Function-based assessments and interventions are routinely used in school settings as an effective method to address problem behaviors that impede the learning of the student or others. When function-based interventions are not successful, it is often due to problems with treatment integrity (TI). Using an ABCBC single subject design, this study examined whether function-based teacher supports could improve TI. The results demonstrated that the function-based supports provided to the teacher resulted in higher levels of TI and improvements in student behavioral outcomes. Using function-based intervention concepts to develop teacher intervention support, limitations to the study, and directions for future research are discussed.

The Function-based Intervention Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) (Decision Model), is a straightforward technique to link the function of a behavior to an intervention. Although this technique has been found to be significantly effective with school-age disability populations, it has not been tested with adults who have cognitive disabilities and significant behavioral problems in non-school settings.This study explored the efficacy of the Decision Model (Umbreit et al., 2007) as a method for matching behavioral interventions to assessed function(s) of the target behavior by extending its practices to adults with developmental disabilities in a community-based day program. The participants were three adults with moderate mental retardation and problematic behavior, displayed by inappropriate social interactions. The research design was a multiple baseline across subjects. A notable benefit to this design is that there was no need to withdraw treatment, an important ethical consideration because each of the problem behaviors presented with some form of self-injury, aggression to others, and/or property destruction. The study had four phases: (a) conducting the functional behavioral assessment to identify the function of the participant's problem behavior, (b) utilizing the Decision Model (Umbreit et al., 2007) to link the function to the behavioral intervention plan (BIP), (c) applying the intervention, and (d) and maintenance. Several research questions were posed: (a) Do interventions developed using the Decision Model produce positive results for adults who have developmental disabilities and significant behavior problems in a non-school setting? (b) Will the application and maintenance of each BIP result in decreased exhibition of assessed problem behaviors? (c) Will the application and maintenance of each BIP result in increased exhibition of identified replacement behaviors? (d) Will the day program support staff and behavioral support team view the outcomes as socially valid? The results indicated a decrease in problem behaviors (socially inappropriate interactions) and an increase in replacement behaviors (socially appropriate interactions). Results of this study influenced positive intervention strategies that were easily maintained and viewed as socially valid by the direct support staff, evidenced by the results of the Treatment Acceptability Rating Form-Revised (Reimers, Wacker, Cooper, & DeRaad, 1992).

The purpose of the study was to determine the current trends of FBAs and BIPs in a large school district in Arizona. The FBA and BIP components determined best practice by previous literature (Van Acker, et al., 2005; Blood & Neel, 2007) were used to analyze FBAs and BIPs of elementary age students grades Kindergarten through fifth grade serviced in a self-contained classroom designed for students with Emotional Disabilities. BASC-2 composite scores were reviewed and compared to students in the typical population as a means of determining a standard for self-contained placement for the participants. In addition, demographic data were examined including: sex, ethnicity, age, grade, grade of ED eligibility if applicable, and age of ED self-contained placement. This study investigated the FBA/BIPs to determine if they contained the necessary components determined to be best practice by previous researchers (Blood & Neel, 2007; Van Acker et al., 2005) and to answer specific questions about the plans. The major findings of the study with regard to the investigation of the specific FBA/BIP components include: 1) none of the participants had identified and detailed antecedent events in which the problem behavior was least likely to occur 2) the majority of the FBAs did not have an operational definition for the identified target behavior 3) nearly none of the FBAs identified the function of the target behavior 4) the majority of the FBAs had insufficient data regarding the frequency, intensity, and duration of the target behavior 5) none of the BIPs had an identified hypothesis that was considered sufficient. These findings answer the posed questions regarding the antecedent events, behavioral aspects, and consequences/interventions addressed on the FBA as well as the behavioral aspects and consequences/interventions addressed on the BIP. The implications of these findings and areas for future research are discussed.

This study examined the role of the replacement behavior when designing function-based interventions. Three students with Autism Spectrum Disorder (ASD) ages 12, 5, and 6, who displayed chronic off-task behavior participated in the three-phase study. In Phase 1, a descriptive functional behavioral assessment (FBA) was conducted for each student, and then each student's ability to perform the replacement behavior was assessed using a two-step approach. In Phase 2, two function-based interventions were designed for each student using the Decision Model (Umbreit, Ferro, Liaupsin, & Lane 2007). The first intervention consisted of methods to adjust antecedent and consequent contingencies of reinforcement alone, whereas the second intervention included methods to teach the replacement behavior. In Phase 3, the function-based interventions were implemented during typically occurring classroom activities for five weeks. For students who did not already perform the replacement behavior independently, the interventions that included strategies to teach the replacement behaviors produced more favorable results than the interventions that did not. High levels of treatment integrity and social validity were obtained.

>Magister Scientiae - MSc / The complete degradation of recalcitrant lignocellulose biomass into value-added products requires the efficient and synergistic action of lignocellulose degrading enzymes. This has resulted in a need for the discovery of new hydrolytic enzymes which are more effective than commonly used ones. β-xylosidases and β-glucosidases are key glycoside hydrolases (GHs) that catalyse the final hydrolytic steps of xylan and cellulose degradation, essential for the complete degradation of lignocellulose. Functional-based metagenomics has been employed successfully for the identification and discovery of novel GH genes from a metagenome library. Therefore, this approach was used in this study to increase the chances of discovering novel glycoside hydrolase genes from a horse manure metagenomic DNA library constructed in a previous study. Three fosmid clones P55E4, P81G1, and P89A4 exhibiting β-xylosidase activity were found to encode putative glycosyl hydrolases designated XylP55, XylP81, and BglP89. Amino acid sequence analysis revealed that XylP55, XylP81, and BglP89 are members of the GH43, GH39, and GH3 glycoside hydrolase families, respectively. Phylogenetic analysis of XylP81 and BglP89 indicated that these showed relatively low sequence similarities to other homologues in the respective GH families. The enzymes were expressed and purified, and only XylP81 and BglP89 were biochemically characterized. XylP81 (~58 kDa) and BglP89 (~84 kDa) both showed optimum activity at pH 6 and 50℃ and retained 100% residual activity at 55℃ after 1-hour indicating that they are moderately thermostable. XylP81 had high specific activity against 4-nitrophenyl-β-D-xylopyranoside (pNPX; 122 U/mg) with a KM value of 5.3 mM, kcat/KM of 20.3 s-1mM-1, and it showed enzyme activity against α-L-arabinofuranosidase, β-galactosidase, and β-glucosidase activity. BglP89 had a high specific activity for 4-nitrophenyl-β-D-glucopyranoside (pNPG; 133.5 U/mg) with a KM value of 8.4 mM, kcat/KM of 22 s-1mM-1 and also showed α-L-arabinofuranosidase, β-galactosidase, β-glucosidase, and low β-xylosidase activity. BglP89 also showed low hydrolytic activity on cellobiose, β-glucan, and lichenan indicating that it is a broad specificity β-glucosidase. XylP81 retained ~40% activity in the presence of 3 M xylose whilst BglP89 showed considerable glucose tolerance at 150 mM glucose and retained ~46% residual activity. This study reveals two metagenomic derived enzymes (β-xylosidase and β-glucosidase) showing characteristics that could make them potential candidates for lignocellulose biomass degradation in biotechnological and industrial applications.

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This study surveyed a national sample of school psychologists (N = 105) regarding their training and skills in function-based behavior support planning. Specifically, this study aimed to determine (a) the function-based behavior support planning competencies practicing school psychologists possess and (b) factors that are related to their level of competency (e.g., prior training). School psychologists were asked to identify strategies as function-based, neutral, or contra-indicated when provided with a brief vignette. School psychologists also reported on demographic characteristics and pre-service and post-graduate training in behavior support planning. Currently, very little is known about the function-based behavior support planning competencies school psychologists possess. This study is among the first to directly assess the ability to link the function of behavior to relevant support strategies. Results of the study indicate that an alarming proportion of school psychologists did not meet the criterion for proficiency on this measure. Interestingly, the current study did not find statistically meaningful differences of performance based on characteristics of prior training. Implications for improving function-based behavior support planning competencies of school psychologists and strategies for improving student supports are discussed.

Function-based experimental evaluation in the development of interventions and treatment plans continue to be under-utilized within the school setting (Hanley, Iwata, & McCord, 2003) despite federal mandates to use functional behavioral assessments and positive behavioral interventions with students with disabilities (IDEIA, 2004). Gann, Ferro, Umbreit, & Liaupsin, (2014) found that teachers prefer function-based interventions based in Applied Behavior Analytic principles when implemented effectively and with fidelity, over traditional classroom practices. As such, data collection and data analysis is critical to promote valid, reliable, and socially acceptable behavior change. Some researchers have advocated for the use of advanced technological or computerized tools to streamline and systematize data collection for wider-spread use (Vollmer, Sloman & Pipken, 2008; Kahng & Iwata, 1998), but there is little in the literature to suggest what might be the most beneficial data collection modalities and methods for school professionals who work with students who exhibit challenging behaviors. A few studies have shown positive effects of using electronic technology to collect behavioral data by researchers collecting direct observation data (Graylee et al, 2006), and measures of social skills development (Sarkar et.al, 2006) as well as teachers implementing discrete trial training (Tarbox et al, 2010). Hunter (2003) found that teachers were more likely to use interventions that they liked and that were subjectively time-efficient; often, convenience and experience factors played a role in resistance to implementing evidence-based interventions (Hunter, 2003). The purpose of Study One was to better understand the current data collection practices and needs of school professionals who frequently treat students with challenging behaviors in the classroom. The purpose of Study Two was to compare the efficiency of graphing using an iPad application, Catalyst®, to paper and pencil data collection with behavioral specialists (school professionals and behavioral clinicians), and to see what preferences were generated based upon practice with both tools. Study One’s results suggested that there was interest in data collection tools that are time-efficient and which provide automatized graphical or summarized data. Study Two findings suggested that there was minimal difference between latencies to graphing data session-by-session, but that school professionals exhibited a preference for the iPad application modality. Acceptability self-report ratings for either modality by school professionals also showed initial corroboration with self-report ratings of work load associated with technology skills. Implications for data collection modality preference and use in school settings as well as future directions for research are further discussed.

In 1997, Congress established the Individuals with Disabilities Education Act (IDEA, 1997), which required that schools conduct functional behavior assessments when a student engages in problem behavior that may lead to suspension or expulsion (Ervin et al., 2001; Yell & Katsiyanis, 2010). As a result, research has expanded to include ways to adapt the functional assessment process in school settings. The purpose of this study was to compare the correspondence between functional analysis procedures for students in a private school and validate the assessment outcomes with interventions conducted in the classroom settings. The results indicate that both assessments corresponded in 87% of all functions identified in the study. Furthermore, the interventions yielded reductions in problem behaviors for all participants.

Presession pairing is an antecedent intervention that has shown to decrease problem behavior of elementary school children with autism, whose problem behavior is maintained by social reinforcement. It has also shown modest increases in academic responding. However, the research on presession pairing has not examined its efficacy or acceptability in the natural classroom setting when implemented by the teacher. Therefore, this study used teacher training and a multiple baseline across participants design to test the potential efficacy of teacher-implemented presession pairing in increasing on-task behavior and reducing problem behavior of four students with problem behavior in inclusive public elementary school classrooms. The results indicated that the presession pairing successfully increased on-task behavior and decreased problem behavior for all participating students. The social validity assessment indicated that the teachers found the presession intervention contextually fit, easy to implement, and effective for all students in the classroom.