Initiative Description: A function-based intervention implemented with a student who had attention-deficit/hyperactivity disorder, internalizing behavioral problems, and a speech and language impairment. This school was highly structured and employed a point system to manage and evaluate student behavior. Four goals—being nice to others, maintaining body control, following instructions, and obtaining a personal goal—were evaluated by the student him- or herself and the classroom teacher 11 times a day. Each student was awarded 1 point for each goal, for total of 44 possible points per day. he school also specified
zero-tolerance behaviors such as physical aggression; disrespecting others or their property; sexually acting out; leaving the designated area, building, or campus; threatening or assaulting staff or students; acting out on the bus; and participating in gang-related activities. If exhibited, these behaviors would result in the following: in-school suspension, loss of points, notification of parents or police if necessary. The therapist visually inspected 50% of Shawn’s self-monitoring sheets to ensure that the sheets were completed correctly

Study Results: Improved student´s behavior and anxiety-related behaviors

Reference: Stahr, B., Cushing, D., & Lane, K. (2006). Efficacy of a Function-Based Intervention in Decreasing Off-Task Behavior Exhibited by a Student With ADHD. Journal of Positive Behavior Interventions, 8(4), 201–211. https://doi.org/10.1177/10983007060080040301

Level of Evidence: