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Current Perspectives on School-Based Behavioral Interventions: Introduction to the Mini-Series

Emotional and behavioral problems of students in the classroom have been rated as a major concern for teachers, administrators, and the public (Hardman & Smith, 2003; Macciomei, 1999). Without effective behavior management, a positive and productive classroom environment is impossible to achieve. The most effective model for producing behavior change and preventing the development of maladaptive behavior is the behavioral model (Wielkiewicz, 1995). In addition, behavioral approaches have been found to be very effective in developing effective instructional strategies. However, resistance to the use of behavioral procedures in the classroom has come from a variety of sources and some individuals have been particularly harsh in their criticism of the use of positive reinforcement (e.g., Kohn, 1993). In spite of this, teachers continually request training in behavior and classroom management techniques (Maag, 1999, 2001). The school psychologist is at the forefront of providing assistance to teachers in the development of effective practices to both prevent and remediate behavior and academic problems in the classroom. We must ask where we stand as a profession with regard to providing these essential services. What has been empirically validated as effective in the classroom and in what areas are additional research needed? These are fundamental questions for the field of school psychology. It is therefore the intent of this mini-series to provide an overview of current perspectives on behavioral interventions in schools. Integrating theory and research, the articles in this mini-series address the need for both thought-provoking analysis and a summary of best practices as they relate to school-based behavioral procedures. In the first article, Frank M. Gresham (2004) sets the tone for the mini-series by providing an overview of the current status and future directions of school-based behavioral interventions. Dr. Gresham has spent a career providing provocative analyses of major issues facing the field and his examination of school-based behavioral interventions is both thought-provoking and insightful. The article focuses on four themes he considers essential for future research and practice in school-based behavioral interventions. The first theme is that the intensity of an intervention should be matched to the severity of the behavior problem exhibited by the individual. The second theme discusses the idea of response to intervention (RTI) as a fundamental principle in behavioral interventions. The third theme questions the role of functional behavioral assessment (FBA) in designing interventions and presents evidence that the costbenefit of conducting an extensive FBA is not positive. The final theme involves the role of social validation in selecting target behaviors, designing acceptable interventions that will be implemented with integrity, and in documenting socially important outcomes. Angeleque Akin-Little and colleagues (Akin-Little, Eckert, Lovett, & Little, 2004) address the issue of the effects of extrinsic reinforcement on the construct of intrinsic motivation. Popular media, cognitive researchers, and many teacher education programs suggest that classroom use of reinforcement is detrimental to children's motivation. After a comprehensive review and analysis of research in this area, including conflicting meta-analyses, Akin-Little et al. conclude that these accusations are not founded in data. In addition, the article offers school psychologists specific recommendations on the appropriate use of reinforcement programs in educational settings. Joseph Witt, Amanda VanDerHeyden, and Donna Gilbertson (2004) provide a consultative framework for school psychologists in responding to concerns about school-based behavior problems. Drawing on their own research, they offer a model that can help school psychologists in identifying and resolving problems one may encounter with classroombased behavioral interventions. …