This study examined the effects of tic related conversation on motor and vocal tics in two siblings ages 11 and 12 diagnosed with Tourette’s syndrome. Using a multi-element design, the siblings were exposed to tic related conversation that was directed toward each sibling individually and with both siblings. A non-tic-related conversation served as a control condition. For both siblings, the rate of tics was greater during tic-related conversation conditions relative to control sessions. However, there was some variability in responding across siblings and those results are described in detail. Moreover, results are discussed in terms of implications for science and practice as they relate to tic disorders.

The purposes of this pilot study were to: (a) determine if adolescents with a behavior disorder were less likely than adolescents without a behavior disorder to follow rules when the contingencies did not support doing so, and (b) explore the possibility that a computer-based rule-following task could be used as a measure to differentiate children with and without behavior disorders. Thirteen adolescents with a diagnosis of a behavior disorder (Conduct Disorder or Oppositional Defiant Disorder) and thirteen adolescents without the diagnosis of a behavior disorder were exposed to a computer task in which the rule for earning points and the contingency for earning points did not match. A comparison between groups using a Mann–Whitney U analysis revealed that students with an EBD were significantly more likely to violate the rule, z=−3.724, p<.01. A discriminant analysis yielded a significant Wilks’ Lambda (λ=.490, p<.0001), canonical correlation (Rc2=.714, p<.0001), and a correct classification rate of 82.7%. Implications of these findings are discussed in terms of measuring rule-following and using the computer-based task as a screening tool to identify students who are in need of further assessment for behavior disorders.

During the past decade, there has been discussion over the need for outcome research documenting the work of school counselors and the lack of research delineating the work of school counselors (Baker, 2000; Fairchild, 1993; Green & Keys, 2001; Myrick, 1990; Paisley & McMahon, 2001; Rhyne-Winkler & Wooten, 1996; Vacc & Rhyne-Winkler, 1993; Whiston & Sexton, 1998). Outcome research supporting the work of school counselors is increasingly being demanded as the public desires to know how public education funds are spent on school counseling services and whether those services are effective (Burnham & Jackson, 2000; Looney, 1998; Lusky & Hayes, 2001; Rhyne-Winkler & Wooten). The addition of new school counseling positions and continuation of school counseling programs in public and private education has prompted efforts to justify funding and retention of school counselors as necessary components of the educational system (Whiston & Sexton). Funding of school counseling programs is of great concern as public education frequently must deal with decreased federal, state, and local funding sources which translates into reductions in programs, services, and personnel (Lenhardt & Young, 2001; Otwell & Mullis, 1997). Not only can empirical research be helpful to justify funding, but also it can be a useful tool for program evaluation to establish and maintain an effective school counseling program. Enhancement of the professional viability of school counselors can also be a benefit of empirical research (Borders & Drury, 1992; Fairchild; Lenhardt & Young; Paisley & McMahon). A clear need exists for research on school counselors and their interventions, but it is unclear who is responsible for conducting this research. It has been suggested that school counselors should accept the challenge to provide the needed accountability data (Johnson, 2000; Paisley & McMahon; Otwell & Mullis). Moreover, Lenhardt and Young proposed that through advocacy, public relations, and marketing, the profession could be strengthened; however, this is dependent on accountability efforts including measuring student outcomes and conducting action research.

Functional behavioral assessment (FBA) refers to a wide range of methodologies whose primary purposes are to identify the individual and environmental variables that directly influence behavior, and to derive an individualized treatment plan based on those variables.The principles, assumptions, methodologies, and procedures that comprise an empirically valid FBA are drawn from applied behavior analysis. This chapter first provides a description of the SMIRC model that guides the functional assessment process. The basic principles, components, and procedures of FBA are described, to assist with methodology selection and implementation. A discussion of the five most common errors committed when attempting to assess function is presented in an attempt to reduce the likelihood of their occurrence. Finally, we address some of the most pertinent questions related to school based FBAs.

This study applied functional analysis methodology to nail biting exhibited by a 24-year-old female graduate student. Results from the brief functional analysis indicated variability in nail biting across assessment conditions. Functional analysis data were then used to guide treatment development and implementation. Treatment included a simplified habit reversal package that was modified based on results of the functional analysis. Following treatment implementation, nail biting decreased as evidenced by consistent nail growth and participant self-recorded data. Results are discussed in terms of treatment utility of functional analysis methodology for novel populations and response topographies.

Many students have difficulty in educational and employment settings because they have failed to master basic writing skills. Multiple-baseline across-tasks designs were used to evaluate the effects of the Comprehensive Writing Program (CWP), a multicomponent intervention, on the writing performance of all students (n = 17) from 3 9th-grade special education classrooms. The CWP included direct instruction, assignment choice, increased practice, group rewards, and individual feedback. Assessment procedures were used to collect data on 3 target skills: percentage of sentences that (a) were complete sentences, (b) contained adjectives, and (c) were compound sentences. Results suggest that the CWP increased students' performance on recently taught or retaught skills; however, not all increases were maintained. Discussion focuses on future applied and theoretical research designed to address limitations of the current study and to enhance the effectiveness of the CWP.

Functional assessment procedures have proven useful for developing effective individualized interventions for a wide variety of populations and behavioral concerns. However, fewer studies have been conducted with preschool students who exhibit high incidence problem behaviors. The current study includes data from comprehensive functional assessments and interventions implemented in preschool and Head Start classrooms. Three preschool students and five teachers participated in the study. Each student received a comprehensive functional assessment for problem behavior that included a teacher interview, descriptive assessment, and abbreviated functional analysis. Assessment data were used to develop individualized function-based interventions that were implemented by experimenters and teachers. The function-based interventions resulted in decreases in problem behavior for all three students. Additionally, convergence between functional assessment procedures was obtained for all participants. Finally, social validity data indicated that teachers found the assessment and intervention procedures acceptable.