Function‐based replacement behavior interventions for students with challenging behavior

Using a concurrent multiple probe design, this study investigated the effects of function‐based replacement behavior interventions on the challenging behaviors of three students with or at risk of emotional and behavioral disorders who attended a rural elementary school. For all three students, interventions were effective at decreasing the occurrence of challenging and off‐task behavior. Effects were maintained for two participants. Maintenance and generalization effects in a replication setting in which replacement behaviors were loosely trained were also documented for two participants. Furthermore, teachers rated the interventions favorably. Implications for practice, study limitations, and areas for future research are discussed.