The Class Pass Intervention (CPI) is designed to be implemented within school-wide PBIS to decrease disruptive behavior and teach an appropriate replacement behavior for students needing Tier 2 intervention. The purpose of the present study was to extend the literature on the CPI by further evaluating the impact of the first component of the CPI on disruptive behavior and academic engagement of elementary school children with disabilities engaging in mild to moderate disruptive behavior. Three students and their respective teachers participated in the study. A multiple baseline across participants design with an embedded reversal was used to demonstrate the impact of the CPI on student behavior during a targeted problematic routine. The results indicated that the CPI was effective in decreasing disruptive behavior and increasing academic engagement for all participating students. Results were maintained for one participant while fading the magnitude of the intervention. Students and teachers rated CPI as effective and acceptable.

The current literature on self-monitoring provides limited information on increasing functional communication skills in students with disabilities by incorporating function-based intervention. The purpose of this study was to extend self-monitoring literature by incorporating functional communication training (FCT) into self-monitoring intervention and targeting students who engage in problem behavior due to communication difficulties. Three students with disabilities served in kindergarten through 3rd grade and their corresponding teachers participated in this study. A multiple baseline across participants design with an ABC sequence was used to investigate the impact of function-based self-monitoring (SM) with FCT only and function-based SM with FCT augmented with differential reinforcement of alternative behavior (DRA) on student functional communicative behavior, academic engagement, and problem behavior. The results indicated that the function-based SM with FCT was effective in increasing functional communicative behavior and academic engagement behavior and decreasing problem behavior for all participating students. The addition of DRA further improved behavioral outcomes for one student. Results were maintained for three participants while fading the magnitude of the intervention. Students and teachers rated the function-based SM treatment package as effective and acceptable.