Using functional assessment and children's preferences to improve the behavior of young children with behavioral disorders

Functional assessments conducted individually with four young children (age s 60-63 months) with behavioral disorders indicated that their behavior imp roved substantially when they engaged in preferred activities. An intervent ion in which these activities were imbedded within their existing curricula produced dramatic reductions in their problem behaviors. Probes conducted in nontargeted activities showed goad generality with these children and wi th two nontargeted peers. Substantial increases in positive teacher interac tion also occurred when the intervention was implemented. Treatment accepta bility data indicated that the teachers strongly preferred the intervention over the instructional and behavior management procedures they had used pr eviously. Finally, procedural reliability data indicated that the teachers could implement the intervention procedures properly even with limited trai ning and support.