Evaluation of a Targeted Intervention Within a Schoolwide System of Behavior Support

A recommended component of comprehensive behavior support in schools is a targeted intervention designed to efficiently and effectively meet the support needs of students who are not responding to preventive schoolwide intervention strategies (Sugai, Horner et al., 2000; Walker et al., 1996). This study provides a fine-grained analysis using a multiple baseline across students design with the targeted intervention as the independent variable, and both classroom problem behavior and academic engagement as dependent variables. The multiple baseline analysis documents a modest functional relationship between implementation of the intervention and reduction in problem behavior. Implications for the design of behavior support in schools and the development of future research are provided.