Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


43rd Annual Convention; Denver, CO; 2017

Event Details

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Paper Session #229
Improving Communication and Behavior in Students With Emotional/Behavioral Disorders
Sunday, May 28, 2017
11:00 AM–11:20 AM
Convention Center 403/404
Area: EDC
Instruction Level: Basic
Chair: Alexandra Hollo (West Virginia University)
Improving Communication and Behavior in Classrooms Including Students With Emotional/Behavioral Disorders: A Review of Two Approaches
Domain: Theory
ALEXANDRA HOLLO (West Virginia University)
Abstract: Students with emotional and/or behavioral disorders (EBD) often have comorbid but undiagnosed language impairments (LI). Although these students communicate verbally, expressive and receptive language deficits likely contribute to poor academic and behavioral performance and interpersonal conflict with teachers. It is important to recognize that traditional interventions often are heavily language-based and therefore may be ineffective or even countertherapeutic for this population; however, behavioral interventions specifically designed to support students with LI and EBD have yet to be identified. This presentation will examine the theoretical and empirical evidence supporting two strategies that may compensate for deficits in expressive and receptive language to improve behavioral performance. Functional communication training (FCT) has a broad evidence base supporting its use for individuals with intellectual and developmental disabilities, but limited evidence for use with students with high incidence (language, learning, and behavioral) disorders. Conversely, effective instruction delivery and precision requests (EID/PR) are teacher-centered interventions developed for students without IDD in classroom settings, but the evidence base is much more limited than for FCT. Results of this review of evidence will inform recommendations for research and practice.



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