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ABSTRACT Functional communication training is an effective and well‐established intervention for socially maintained challenging behavior. Previous research determined that preference for functional communication responses (FCRs) influences treatment durability. This study extends previous research by evaluating the use of a sequential extinction procedure to establish a hierarchy of preference for FCR modalities within a treatment context. We taught participants different FCR modalities to access the same reinforcer maintaining challenging behavior and assessed modality preference via a concurrent operant mand modality preference assessment measuring FCR modality response allocation and challenging behavior. We then sequentially placed preferred modalities on extinction to establish a preference hierarchy and evaluate persistence of communication and challenging behavior during treatment challenges. Preference hierarchies were established for all participants within the context of treatment (functional communication training). Additionally, some challenging behavior was observed when preferred modalities were placed on extinction; however, effects were temporary and did not always persist across sequential extinction phases. These findings provide preliminary evidence to support teaching multiple communication modalities may lead to a more durable treatment. Implications for clinical practice and future research are discussed.

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We conducted a systematic review of the literature to examine the effectiveness of Positive Behavioral Interventions and Supports (PBIS), when implemented with fidelity at Tier 1, in reducing exclusionary discipline for students with disabilities. We conducted a comprehensive search using electronic databases Education Resources Information Center (ERIC), Professional Development Collection, Psychology and Behavioral Sciences Collection, PsycINFO, and Teacher Reference Center and identified relevant studies published between 2007 and 2023. After title, abstract, article screening, and contact with principal authors, we found that a total of 10 articles met the inclusion criteria. We systematically coded these articles, and results supported a positive association between implementing PBIS at Tier 1 with fidelity and reduced rates of exclusionary discipline for students with disabilities. These findings suggest that implementing PBIS with fidelity is a promising intervention for reducing exclusionary discipline. However, further research is needed to establish a causal relationship between PBIS and reduced exclusionary discipline for students with disabilities.

Abstract Despite robust evidence for the correlation between math anxiety and math performance, few interventions have addressed how best to intervene with students that display math anxiety and low math performance. The current study addressed critical gaps in the literature. We evaluated a combined relaxation (progressive relaxation and breathing) and math skill intervention (explicit instruction, strategic incremental rehearsal, cover-copy-compare, and a math game) for fifth-grade students with high levels of math anxiety using a multiple-baseline design across participants. Outcomes included multiplication performance (simple and complex) and math anxiety (self-reported and a physiological measure). The intervention package improved math outcomes for three of four students and decreased self-reported math anxiety for two students. No relationship was found between measures of self-reported and physiological math anxiety.

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