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Function-Based Approach to Behavior Support: Logic, Practices, and Systems

When students display problem behavior, a typical reaction from teachers and school administrators is to provide a clear signal that a rule has been violated (e.g., “You're not following my directions”), followed by a warning for a more severe consequence if the behavior continues or recurs (e.g., “If you are insubordinate again, you will earn a referral to the office, and you might be suspended”). Students who are successful academically and socially are likely to respond to corrections and warnings. These responsive students have effective social behavioral repertoires and receive adequate instructional support and positive reinforcement from their learning and social environments.

However, some students are unresponsive to warnings and threats and display chronic levels of problem behavior. These students experience increasingly ...

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